全文获取类型
收费全文 | 127篇 |
免费 | 3篇 |
专业分类
教育 | 72篇 |
科学研究 | 7篇 |
各国文化 | 3篇 |
体育 | 7篇 |
信息传播 | 41篇 |
出版年
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 2篇 |
2018年 | 3篇 |
2017年 | 8篇 |
2016年 | 7篇 |
2015年 | 1篇 |
2014年 | 3篇 |
2013年 | 40篇 |
2012年 | 2篇 |
2011年 | 5篇 |
2010年 | 5篇 |
2009年 | 3篇 |
2008年 | 3篇 |
2007年 | 2篇 |
2006年 | 5篇 |
2005年 | 1篇 |
2003年 | 1篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1967年 | 1篇 |
1959年 | 1篇 |
1924年 | 1篇 |
1923年 | 1篇 |
1919年 | 2篇 |
排序方式: 共有130条查询结果,搜索用时 31 毫秒
41.
42.
Stewart E. Fraser Charles T. Weaver T.P. Yeatman Charlene H. Tibbetts Daniel J. Gomez William J. Griffin 《Peabody Journal of Education》2013,88(2):114-116
Psychology of the Junior High‐School Pupil. By L. A. Peckstein (University of Cincinnati) and A. Laura McGregor (Rochester, N. Y., Public Schools). Boston: Houghton Mifflin Co., 1924. Pp. xxii + 280. Price, $2. Modern Methods in Teaching. By H. B. Wilson, George C. Kyte, and H. G. Lull. New York: Silver, Burdett & Co., 1924. Pp. vi + 286. Price, $1.64. Elementary School Costs in the State of New York. By R. O. Stoops. A report reviewed and presented by the Educational Finance Inquiry Commission under the auspices of the American Council on Education, Washington, D. C. New York: Macmillan Co., 1924. The Cost and Support of Secondary Schools in the State of New York. By Charles W. Hunt. A report reviewed and presented by the Educational Finance Inquiry Commission under the auspices of the American Council on Education, Washington, D. C. New York: Macmillan Co., 1924. Interesting Neighbors. By Oliver P. Jenkins. Philadelphia: P. Blakiston's Sons & Co., 1922. Pp. xi + 248. The Humanizing of Knowledge. By J. H. Robinson. New York: George H. Doran Company, 1923. Pp. ix + 117. Price, $1.50. Education of Gifted Children. By Lula M. Stedman (University of California, Southern Branch). Yonkers‐on‐Hudson: World Book Co., 1924. Pp. viii+ 192. Price, $1.80. 相似文献
43.
Aging education is relatively new to the university, and our understanding of the perspectives students bring to aging populations is correspondingly limited. This investigation surveys 546 students at a midsized, Midwestern university to explore students' views toward elders, toward serving elders, and toward the relevance of aging education for various other areas of study. Our results suggest generally favorable attitudes: older students and students with greater contact with aging populations were more positive than their counterparts; gender, GPA, and aging courses taken showed sporadic or no effects on various attitudes. These preliminary findings offer a baseline for future investigations. Our findings suggest that students who have more contact through friendship and volunteer experiences have more positive attitudes toward working with older adults. Additional research is needed to examine if type of gerontological instruction is associated with attitudes toward aging and aging education. 相似文献
44.
45.
46.
Ruth Harding Weaver 《Early education and development》2002,13(3):265-282
This study examined the personal characteristics and resources in 65 licensed family child care providers' lives that influence developmentally enhancing caregiving and professional commitment to child care. Several self-report instruments were utilized to assess providers' personal characteristics and resources. The Family Day Care Rating Scale (FDCRS: Harms & Clifford, 1989) was used to assess quality of care during morning observations at providers' homes, while the Organizational Commitment Questionnaire (OCQ: Mowday, Steers, & Porter, 1979) was adapted to assess professional commitment to family child care. Factors in providers' lives that uniquely contributed to higher levels of quality care were higher levels of formal education and training, college coursework in ECE, higher levels of psychological well-being, and higher family incomes. Common factors in providers' lives that predicted higher levels of professional commitment to child care were helpful and supportive resources for child care and higher levels of psychological well-being. 相似文献
47.
An analysis of 295 male and 194 female examinations from introductory atmospheric and oceanic science courses is conducted to determine whether or not there exists gender differences in the performance on multiple choice versus constructed response sections of the exams. The difference in the mean performance of males and females on constructed response relative to multiple choice sections of final exams, even in years where the females performed better than or worse than the males on both sections, is on average 5% that is significant at the 0.1% level. Gender differences on time-limited midterm exams are not significant. It is further shown that final exam performance is not significantly related to whether or not the exam starts with a multiple choice versus constructed response set of questions. While our analysis is unable to differentiate between the possibilities that multiple choice questions favor male students and the competing hypothesis that constructed response questions favor female students, existing literature is reviewed to suggest that a combination of both is possible. Nevertheless, from the analysis of our examination results, we can conclude that an exam of introductory atmospheric or oceanic science curricula, which is made up of 60% multiple choice questions and 40% constructed response questions, would not be skewed to favor any particular gender. 相似文献
48.
Helen Proctor Heather Weaver 《Paedagogica Historica: International Journal of the History of Education》2017,53(1-2):49-70
AbstractThis article examines cultural representations of the mid-twentieth century mother of schoolchildren in a mass-circulation Australian women’s magazine, arguing that schools and schooling have been under-acknowledged in the historiography of mothering, despite their importance in shaping modern childhood and family life. Framing the Australian Women’s Weekly as a medium of public instruction, we identify and analyse its advice about schooling, both direct and implied, across a variety of the magazine’s sections: in illustrations, news, feature articles, advertising, letters and advice columns. This advice was informed by the popular dissemination of medical, psychological and educational expertise, by managed exchanges amongst the magazine’s readers and by the availability of a variety of consumer products. Much of the guidance offered to mothers was aspirational, aimed at educating and thereby modernising the readership. The interconnectedness of advertising and editorial produced visual and textual images of an “educational home” in which children had their learning supported or enriched, just as their bodies were capably fed and clothed. By the 1950s there was an increasing emphasis on interpersonal relations and therapeutic psychology and the Weekly had embarked on a project of encouraging mothers to learn more about schooling, to do more to support their children’s learning and to take an interest in education as a social project. Despite her strong and growing connection to the school through her children, however, the school mother was almost always represented as working outside its physical boundaries during this period. 相似文献
49.
Quality teacher evaluation is a complex subject, requiring complex methods that draw from multiple data sources (Peterson, 2000). Most importantly, preservice teacher evaluation should match teacher education objectives (Popham, 1993) and, ultimately, be used to inform teacher practices and reform educational programming (Darling-Hammond, 1990). The purpose of this study is to present an evaluation model that uses multiple data sources for a preservice teacher’s internship experience. This model is employed within a teacher education program at a large land-grant university; the multiple data sources match program objectives and draw parallels between preservice and inservice teacher evaluation tools at use in this particular state. The evaluation model incorporates two guiding objectives within this college of education’s mission statement—objectives that focus on performance and reflection. First, preservice teachers are educated to assume roles of leadership and service in classroom practice, and second, preservice teachers are taught to become reflective practitioners, The first objective is measured by using a research-based classroom observation rating form during the internship that closely resembles the tool used by the state-licensing department of education. The second program objective is measured through the use of portfolios. In addition to using the results from these instruments to advise preservice teachers regarding their professional growth, the data can also guide program development within the college and suggest programmatic reform, an often overlooked yet integral factor of personnel evaluation. Discussion of specific rating results per instrument and specific avenues for program development are presented. 相似文献
50.
Stephanie L. Sitnick Daniel S. Shaw Chelsea M. Weaver Elizabeth C. Shelleby Daniel E. Choe Julia D. Reuben Mary Gilliam Emily B. Winslow Lindsay Taraban 《Child development》2017,88(1):27-40
Using a cohort of 310 low‐income male adolescents living in an urban community and followed prospectively from 18 months through adolescence (ages 15–18 years), the current study examined whether individual, family, and community risk factors from ages 18 to 42 months were associated with adolescents' violent behavior, as indexed by juvenile petitions. Results of multivariate analyses indicated that although family income was the only factor to discriminate those with no arrest record from those with nonviolent arrests, rejecting parenting, child oppositional behavior, emotion regulation, and minority status during the toddler period contributed unique variance in distinguishing male adolescents arrested for violent behavior compared to those never arrested and those arrested for nonviolent behavior. Implications for prevention efforts are discussed. 相似文献