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How educational goals are conceptualized as a construct has implications for developing and evaluating educational programs and activities. The author used EQS 3.0 to test the factorial validity of 4 models of conceptualization of educational goals by conducting confirmatory factor analysis on empirical data collected from 1,134 education faculty members. The 4-factor model espoused by Goodlad fit the data best, and the participants wanted academic, vocational, personal, and social goals to be in relative harmony. Implications for educational theory, practice, and research are discussed. 相似文献
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James Kariuki Njenga Louis Cyril Henry Fourie 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):199-212
Proponents have marketed e‐learning by focusing on its adoption as the right thing to do while disregarding, among other things, the concerns of the potential users, the adverse effects on users and the existing research on the use of e‐learning or related innovations. In this paper, the e‐learning‐adoption proponents are referred to as the technopositivists. It is argued that most of the technopositivists in the higher education context are driven by a personal agenda, with the aim of propagating a technopositivist ideology to stakeholders. The technopositivist ideology is defined as a ‘compulsive enthusiasm’ about e‐learning in higher education that is being created, propagated and channelled repeatedly by the people who are set to gain without giving the educators the time and opportunity to explore the dangers and rewards of e‐learning on teaching and learning. Ten myths on e‐learning that the technopositivists have used are presented with the aim of initiating effective and constructive dialogue, rather than merely criticising the efforts being made. 相似文献
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Cyril Oberlander Dan Streeter 《Library Collections, Acquisitions, and Technical Services》2004,27(4):213-506
The following presentation to the Acquisitions Institute at Timberline Lodge focuses on LibStatCAT, a prototype collection assessment tool under development at Portland State University. Our presentation explores the current uses of LibStatCAT, as well as future developments of LibStatCAT as a regional library data farm for comprehensive assessment of library collections and services for individual libraries and cooperative collection development. We share a variety of other collection assessment tools in use at Portland State University Library. 相似文献
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Barbara Houbre Cyril Tarquinio Jean-Baptiste Lanfranchi 《European Journal of Psychology of Education - EJPE》2010,25(1):105-123
Bullying between students in the school setting is an increasing problem. Bullying can be defined as any form of repeated
mental or physical violence carried out by one or several individuals on a person who is not capable of defending himself
(Roland and Idsoe, Aggress Behav 27:446–462, 2001). The aim of this paper is to observe the expression of self-concept and adjustment strategies developed by children subject
to this kind of violence. Five hundred twenty-four students between the ages of 8 and 12 (m = 9.44) participated in the longitudinal study. Two measurements were made during the same school year at an interval of
6 months. The results show that the student victims of bullying present weaker self-conceptions than the control group. Recourse
to avoidance strategies would be dominant among student victims of bullying. Moreover, recourse to “avoidance” type strategies
would lead to an increase in the frequency of bullying while recourse to “approach”-type strategies would lead to a reduction
in it. Furthermore, it would seem that recourse to avoidance strategies at T1 lowers the student’s self-concepts at T2. The
opposite effect is observed with the approach strategies. These different results emphasize the necessity to establish prevention
programs which allow an intervention simultaneously on the level of the school, the family, and the student. 相似文献
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Allan B. de Guzman James Cyril B. Satuito Miko Anne E. Satumba Diego Rey A. Segui Faith Evelyn C. Serquiña Lawrence Jan P. Serrano 《Educational gerontology》2013,39(3):248-261
The use of traditional art in recreational therapies is unexplored. This paper, thus, attempts to surface the unique power of traditional Filipino arts (TFA) as synergizing lens in capturing the individual and the collective experiences of a select group of Filipino elderly in an institutionalized care setting relative to their feelings of depression and self-esteem. Three Filipino elderly housed in an institutionalized care setting were chosen for this phenomenological study, a robotfoto and a series of semistructured interviews constitute the main data gathering tool. Field texts were subjected to phenomenological reduction via the repertory grid analysis. Emerged themes were subjected to a series of member checking procedures to ensure the trustworthiness of the reported data. Depression and self-esteem were interpreted via two emerged themes. The themes were Me, Myself, and Melancholy and Will Not Let My Worth Wither. Through recreational therapies in the form of traditional Filipino arts, participants found novel psychological crutches that overcame the challenges of depression and give them hope toward more positive views of themselves and life. 相似文献
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Ondřej Javora Tereza Hannemann Tereza Stárková Kristina Volná Cyril Brom 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1942-1960
Little is known about what design elements in digital learning games enhance learning; especially in the case of child audiences. This study examines the effects of a learning game’s visual design on perceived attractiveness and learning outcomes. We developed two visual designs for the game: one with supposedly high esthetic value and another with a low esthetic value. Participants (children between 9 and 11 years of age, N = 53) were randomly divided into two groups. Each group interacted with their assigned version for about 20 minutes and then evaluated its visual attractiveness without knowing about the other version. Then, they evaluated the attractiveness of the complementary version. As the next step, they evaluated both versions side-by-side. During the free-choice period, children could continue playing one of the game versions or a different game. They clearly preferred the high esthetic version in evaluations (d > 0.86) and in the free-choice period (62% preferred the high esthetic version of the target game), but this did not improve their learning outcomes (comprehension: d = –0.59; transfer: d = –0.16). Possible explanations of this effect are discussed in terms of cognitive load theory and cognitive-affective theory of learning from media. 相似文献