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71.
A Conceptual Framework for Learning to Teach Secondary Mathematics: A Situative Perspective 总被引:1,自引:1,他引:1
Dominic Peressini Hilda Borko Lew Romagnano Eric Knuth Christine Willis 《Educational Studies in Mathematics》2004,56(1):67-96
This paper offers for discussion and critique a conceptual framework that applies a situative perspective on learning to the
study of learning to teach mathematics. From this perspective, such learning occurs in many different situations -- mathematics
and teacher preparation courses, pre-service field experiences, and schools of employment. By participating over time in these
varied contexts, mathematics teachers refine their conceptions about their craft -- the big ideas of mathematics, mathematics-specific
pedagogy, and sense of self as a mathematics teacher. This framework guides a research project that traces the learning trajectories
of teachers from two reform-based teacher preparation programs into their early teaching careers. We provide two examples
from this research to illustrate how this framework has helped us understand the process of learning to teach.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
72.
Dominic J. Zerbolio 《Learning & behavior》1981,9(3):346-356
Goldfish, trained in a shuttlebox with cues and shock controlled by a linear presentation procedure, learned to control prevailing cue states and shock, and thus to discriminatively avoid shock presentation. The linear presentation procedure, adapted for the shuttlebox from the sequence of cue presentation occurring in the Y-maze, utilized three cues on each trial, a trial-start (TS) cue, a shock-paired (S?) cue, and an unpaired (S+) cue. At trial onset (TS cue), the goldfish had 10 sec to respond. The first response produced, via response-contingent programming, either the shock-paired (S?) or unpaired (S+) cue, and subsequent responses produced alternation of S+ and S?. The shock was omitted only if the S+ cue state prevailed 10 sec after trial onset. AU other cue states (TS and S?) were paired with shock. Goldfish learned to respond and control the prevailing cue state so that the S+ cue prevailed at 10 sec posttrial onset for a variety of different color-cue combinations and also learned to reverse their originally learned cue preference when the color cues were reversed. The linear presentation procedure represents an alternative discrimination learning procedure that appears to be free of the interpretational problems encountered in training goldfish in the shuttlebox apparatus with other one- and two-stimulus procedures. 相似文献
73.
Dominic Klyve 《PRIMUS》2017,27(4-5):548-557
AbstractThis paper describes efforts by the author to engage and motivate students in undergraduate research by giving them a large audience and engaging the media in disseminating their work. I provide an introduction to public relations from the point of view of a mathematics professor, and describe some lessons I have learned in my own attempts to engage newsprint, radio, and television sources in stories about undergraduate research in mathematics. After describing some partially successful early attempts, the paper discusses a recent event in which undergraduate research in mathematics became, briefly, a “hot news item” in Central Washington. The paper concludes with some thoughts about the benefits of this type of work to our students and our profession. 相似文献
74.
Dominic Wyse 《Cambridge Journal of Education》2006,36(1):31-47
The idea that formal grammar teaching leads to improvements in school pupils' writing has been a popular one. However, the robust and extensive evidence base shows that this is not the case. Despite this, policy initiatives have continued to suggest that grammar teaching does improve pupils' writing: the Grammar for Writing resource is the most recent example in England. Educational analysis on the subject of grammar has moved from a focus on whether grammar teaching improves pupils' writing to reflection on the rational for teaching knowledge about language, and subsequently a focus on a wide range of language topics. The study reported in this paper analysed the way that eight children made word choices during the writing process. Theory is presented to support the idea that contextualized learning of grammar is significant. Five significant influences on word choices are reported. Strong links between text‐level influences on word‐choices and the use of unconventional language at sentence and word level were found. It is concluded that writing pedagogy should be re‐evaluated in order to consider the balance between individualized support and support for groups during the writing process. 相似文献
75.
Dominic Pollard 《British Journal of Sociology of Education》2019,40(3):309-323
This article explores class, capital, and aspiration to social mobility in an ethnographic study of an English secondary school. In particular, the article considers the school’s musical instrument programme as a site for inculcating forms of capital, under the auspices of developing skills for upward social mobility. Bringing together Bourdieu’s conceptions of schooling with theories of materiality and situated learning, we contend that this school succeeds in cultivating new forms of embodied capital among students through the development of communities of musical practice. However, a tension remains between emancipatory aims of the programme and the sanctioning and championing of certain forms of dominant cultural practice. The learning environment of the instrument programme highlights the complex and conflicted impact that schooling can have on the development of cultural capital and on reproducing disadvantage and difference. 相似文献
76.
77.
Michael Simpson Dominic A. Carone William J. Burns Traci Seidman Doil Montgomery Alfred Sellers 《Psychology in the schools》2002,39(5):515-524
The Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Stanford‐Binet Intelligence Scale–Fourth Edition (SB‐IV), were administered to 20 gifted children and 20 non‐gifted children to examine the extent of the difference in IQ scores obtained on the two tests and whether order effects were present. Results show that the SB‐IV Composite Score was significantly higher than the WISC‐III Full Scale IQ for both groups. However, for the gifted group, unlike the non‐gifted group, this difference achieved significance only when the SB‐IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB‐IV influenced the WISC‐III Full Scale IQ in a downward direction whereas the WISC‐III influenced the SB‐IV Composite Score in an upward direction. © 2002 Wiley Periodicals, Inc. 相似文献
78.
Elizabeth A. Stuart Stephen H. Bell Cyrus Ebnesajjad Robert B. Olsen Larry L. Orr 《Journal of research on educational effectiveness》2017,10(1):168-206
Given increasing interest in evidence-based policy, there is growing attention to how well the results from rigorous program evaluations may inform policy decisions. However, little attention has been paid to documenting the characteristics of schools or districts that participate in rigorous educational evaluations, and how they compare to potential target populations for the interventions that were evaluated. Utilizing a list of the actual districts that participated in 11 large-scale rigorous educational evaluations, we compare those districts to several different target populations of districts that could potentially be affected by policy decisions regarding the interventions under study. We find that school districts that participated in the 11 rigorous educational evaluations differ from the interventions' target populations in several ways, including size, student performance on state assessments, and location (urban/rural). These findings raise questions about whether, as currently implemented, the results from rigorous impact studies in education are likely to generalize to the larger set of school districts—and thus schools and students—of potential interest to policymakers, and how we can improve our study designs to retain strong internal validity while also enhancing external validity. 相似文献
79.
A major decision that must be made during study pertains to the distribution, or the scheduling, of study. In this paper, we review the literature on the benefits of spacing, or spreading one's study sessions relatively far apart in time, as compared to massing, where study is crammed into one long session without breaks. The results from laboratory research provide strong evidence for this pervasive “spacing effect,” especially for long-term retention. The metacognitive literature on spacing, however, suggests that massing is the preferred strategy, particularly in young children. Reasons for why this is so are discussed as well as a few recommendations regarding how spacing strategies might be encouraged in real-world learning. While further research and applicability questions remain, the two fields—education and cognitive science—have made huge progress in recent years, resulting in promising new learning developments. 相似文献
80.
Dominic Cheetham 《Children‘s Literature in Education》2014,45(1):17-32
The impetus for the incredible variety found in the modern literary dragon is commonly seen to stem from the creative genius of either E. Nesbit or Kenneth Grahame. However, examination of dragon stories in the late nineteenth century shows that several different authors, on both sides of the Atlantic, were producing similar stories at about the same time, suggesting that the change was part of a general literary and cultural development rather than simply inspired storytelling. This study examines dragon stories of the late nineteenth century and argues that the rediscovery of the Scandinavian dragon, the discovery of the Chinese and Japanese dragons, and possibly the nineteenth-century publication of folktales parodying traditional dragon stories, gave authors new ways of looking at dragons. Traditional St George type dragon stories had already shifted into children’s literature, making books for children the natural environment for the development of the dragon, and it is argued that the combined pressures of the new ideas about dragons, the parody, and the enormous cultural changes of the late Victorian period, were sufficient to stimulate the great change in the literary dragon, which has continued and diversified ever since. 相似文献