全文获取类型
收费全文 | 165篇 |
免费 | 4篇 |
专业分类
教育 | 131篇 |
科学研究 | 5篇 |
各国文化 | 1篇 |
体育 | 5篇 |
信息传播 | 27篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 3篇 |
2019年 | 9篇 |
2018年 | 15篇 |
2017年 | 12篇 |
2016年 | 7篇 |
2015年 | 6篇 |
2014年 | 6篇 |
2013年 | 31篇 |
2012年 | 11篇 |
2011年 | 4篇 |
2010年 | 7篇 |
2009年 | 5篇 |
2008年 | 5篇 |
2007年 | 9篇 |
2006年 | 1篇 |
2005年 | 7篇 |
2003年 | 2篇 |
2002年 | 6篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1996年 | 3篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
排序方式: 共有169条查询结果,搜索用时 15 毫秒
51.
Debbie B. Golos Annie M. Moses Kimberly A. Wolbers 《Early Childhood Education Journal》2012,40(4):239-249
Picture books can influence how children perceive those from backgrounds and cultures different from their own. Studies have been conducted examining how the text of children’s literature portrays multicultural characters or characters with disabilities. However, few have looked specifically at the portrayal of characters through illustrations, despite growing understanding of the importance that illustrations play in text comprehension. Fewer still have analyzed children’s literature for depictions of deaf characters and characteristics of Deaf culture. One recent study examined children’s picture books for portrayals of deaf individuals in the text; however, examining illustrations may provide additional information for both hearing and d/Deaf (For the purpose of this paper, capital “D” Deaf refers to people who are recognized part of the Deaf community; “d” deaf refers to the inability to hear or people unable to hear; d/D includes both populations.) readers about deafness and the Deaf population. In addition, while illustrations are important for all young readers, they may be particularly important for d/Deaf readers who are by nature visual learners. Therefore, the purpose of this study was to conduct a content analysis of illustrations in 20 picture books targeted to ages 4 to 8?years for messages linked to pathological and cultural models of deafness. In addition, results were compared to previous analyses of the text in the picture books. Results indicated that the illustrations do not represent deaf characters from a cultural perspective. Instead, similar to the text, illustrations present deaf characters more frequently as having a pathological condition or disability, that should be fixed through medical interventions in order to fit into a hearing world. 相似文献
52.
This paper focuses on a nested project within a three-year participatory research project, funded by the Australian Research Council. The project was undertaken in secondary schools across Victoria and South Australia and engaged over 100 students as coresearchers (ages 15–19) in understanding, critiquing, and transforming sexuality education (SE). Data was produced through visual arts and participatory methods and supported by ethnographic techniques (participant observations, focus groups, and guided conversations). In this paper we attempt to expose some of the ethical, methodological and pedagogical processes required when foregrounding young people’s voices in SE. More specifically, to problematize the microethical moments that warrant not only the attention but response of educators and researchers who are open to transforming SE with young people. 相似文献
53.
Chris Watkins Melanie Mauthner Roger Hewitt Debbie Epstein Diana Leonard 《British Educational Research Journal》2007,33(1):61-74
This article highlights one strand of a study which investigated the concept of the violence‐resilient school. In six inner‐city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of association between the patterns of behaviour and school practices was found: schools with a wider range of well‐connected practices seemed to have less difficult behaviour. Interviews also showed that the different schools had different organisational discourses for construing school violence, its possible causes and the possible solutions. Differences in practices are best understood in connection with differences in these discourses. Some of the features of school discourses are outlined, including their range, their core metaphor and their silences. The authors suggest that organisational discourse is an important concept in explaining school effects and school differences, and that improvement attempts could have clearer regard to this concept. 相似文献
54.
Mohammed K. Khalil Debbie L. Kirkley Jonathan D. Kibble 《Anatomical sciences education》2013,6(5):342-350
This article describes the development of an interactive computer‐based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self‐directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed‐ended and open‐ended items. Closed‐ended items using a five‐point Likert‐scale assessed the format and navigation, instructional contents, group process, and learning process. Open‐ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self‐monitoring of their learning. Anat Sci Educ 6: 342–350. © 2013 American Association of Anatomists. 相似文献
55.
Although many appeals for reform include adopting more student-centred assessment, few studies have examined the postsecondary classroom. Using the 1993 and 1999 National Study of Postsecondary Faculty, the results of the current study revealed that faculty in the sciences were less likely to use student-centred assessment practices than faculty in non-sciences. Additionally, while faculty in the non-sciences showed a significant increase in their use of student-centred assessment between the two waves of data collection, no such increase was obtained for faculty in the sciences. Results are discussed in terms of public policy. 相似文献
56.
In recent years, institutional review boards (IRBs) have become an increasingly significant part of the research process for communication scholars. This essay provides a rationale for scholarly examination of IRBs. Using the review process for this special issue as a case study, it identifies a number of ironies that provide justification for this special issue. 相似文献
57.
In this essay, we respond to the narratives and essays in this issue by examining organizational power issues related to researchers and institutional research boards (IRBs). Rather than taking a singular perspective on power, we use multiple perspectives and suggest that the cumulative analyses provide the best understanding of IRBs and organizational power. 相似文献
58.
59.
Kevin L. McKee Lance M. Rappaport Steven M. Boker Debbie S. Moskowitz Michael C. Neale 《Structural equation modeling》2018,25(6):888-905
Damped Linear Oscillators estimated by 2nd-order Latent Differential Equation have assumed a constant equilibrium and one oscillatory component. Lower-frequency oscillations may come from seasonal background processes, which non-randomly contribute to deviation from equilibrium at each occasion and confound estimation of dynamics over shorter timescales. Boker (2015) proposed a model of individual change on multiple timescales, but implementation, simulation, and applications to data have not been demonstrated. This study implemented a generalization of the proposed model; examined robustness to varied timescale ratios, measurement error, and occasions-per-person in simulated data; and tested for dynamics at multiple timescales in experience sampling affect data. Results show small standard errors and low bias to dynamic estimates at timescale ratios greater than 3:1. Below 3:1, estimate error was sensitive to noise and total occasions; rates of non-convergence increased. For affect data, model comparisons showed statistically significant dynamics at both timescales for both participants. 相似文献
60.
Seungbin Oh Debbie L. Hahs‐Vaughn Bryce Hagedorn 《Counselor Education & Supervision》2019,58(4):257-277
The authors explored the pattern of change in counseling students’ (N = 373) counseling self‐efficacy (CSE) throughout their program and the influence of identifying variables. Results indicated that specific factors significantly predicted students’ initial CSE levels and the rate of CSE change. Implications for future research and counselor education programs are presented. 相似文献