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101.
Doug Marston Paul Muyskens Matthew Lau Andrea Canter 《Learning disabilities research & practice》2003,18(3):187-200
The problem‐solving model (PSM) is used in the Minneapolis Public Schools to guide decisions regarding: (1) interventions in general education, (2) referral to special education, and (3) evaluation for special education eligibility for high‐incidence disability areas. District implementation was driven by four themes: the appropriateness of intelligence tests and the IQ‐achievement discrepancy for determination of eligibility, bias in assessment, allocation of school psychologist time, and linking assessment to instruction through curriculum‐based measurement. This article describes how the PSM was designed as a three‐stage process to measure response to intervention and used in the special education eligibility process. Program evaluation data collected since initial implementation in 1994 is reported in the areas of child count, achievement, referral, eligibility, and disproportion. The authors discuss the limitations of conducting PSM research in school settings, barriers to implementation of PSM, and make suggestions for enhancing treatment integrity. 相似文献
102.
Doug Cashing 《Teaching Statistics》2018,40(1):12-15
This article offers some less‐than‐rigorous explanations for the notion of degrees of freedom, and for the particular formulae to be used when computing those values. 相似文献
103.
For the athlete training hard, nutritional supplements are often seen as promoting adaptations to training, allowing more consistent and intensive training by promoting recovery between training sessions, reducing interruptions to training because of illness or injury, and enhancing competitive performance. Surveys show that the prevalence of supplement use is widespread among sportsmen and women, but the use of few of these products is supported by a sound research base and some may even be harmful to the athlete. Special sports foods, including energy bars and sports drinks, have a real role to play, and some protein supplements and meal replacements may also be useful in some circumstances. Where there is a demonstrated deficiency of an essential nutrient, an increased intake from food or from supplementation may help, but many athletes ignore the need for caution in supplement use and take supplements in doses that are not necessary or may even be harmful. Some supplements do offer the prospect of improved performance; these include creatine, caffeine, bicarbonate and, perhaps, a very few others. There is no evidence that prohormones such as androstenedione are effective in enhancing muscle mass or strength, and these prohormones may result in negative health consequences, as well as positive drug tests. Contamination of supplements that may cause an athlete to fail a doping test is widespread. 相似文献
104.
The burnout process may begin as early as the student-teaching experience [Gold, Y., 1985. Does teacher burnout begin with student teaching? Education, 105, 254–257]. Data from 49 student–teachers in the southwest United States were gathered twice during their student-teaching practicum. Data assessing teacher efficacy, teacher burnout, learning climate, and cooperating teacher support (guidance or imitation) were analyzed using correlational analyses, repeated measures MANOVA, a 2×2 repeated measures MANOVA, and stepwise regression. Results indicated significant increases in efficacy and decreases in burnout symptoms over time. We found significant interactions in the three factors of burnout by guidance group, such that student–teachers experiencing high guidance demonstrated lower levels of burnout at the end of their practicum. 相似文献
105.
Interference control in a new rule use task: age-related changes, labeling, and attention 总被引:3,自引:0,他引:3
Three experiments examined 3- to 6-year-olds' interference control using a task in which children saw 2 corresponding sets of colored cards, a large set in front of them and a small set behind them. A colored candy (Smartie) was placed on a large card with mismatching color, and children could win the Smartie by selecting the small card that matched the color of the large card. Three-year-olds performed poorly whereas older children performed well. Having children label the correct color before responding improved 3-year-olds' performance (Experiment 2), as did pointing to the large card (Experiment 3); decreasing the affective salience of the stimuli (colored beads vs. Smarties) did not (Experiment 3). Results reveal the role of selective attention in action control. 相似文献
106.
Wayne Melville Xavier Fazio Anthony Bartley Doug Jones 《Journal of Science Teacher Education》2008,19(5):477-494
In this article, we investigate the relationship between preservice teachers’ inquiry experience and their capacity to reflect
on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice
science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive
implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice
teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the
curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and
moderate-experience preservice teachers’ move toward the perceptions of their more inquiry experienced colleagues. 相似文献
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The Collaborative Teacher Inquiry Project was a professional development initiative that sought to improve the teaching and learning of Grade 9 Applied mathematics by encouraging teachers to work collaboratively. The project brought together Grade 9 Applied mathematics teachers from 11 schools across four neighboring public school boards in the same geographic area of a large urban city in Southern Ontario, Canada. Teachers formed learning communities as a result of the Collaborative Teacher Inquiry Project through active collaboration to further teachers’ knowledge about teaching the Grade 9 Applied mathematics course and in developing teaching materials. Although it was reported that there were barriers to collaboration, teachers described various strategies that were (or could be) implemented to overcome these barriers. Teachers were enthusiastic in continuing to creatively find solutions to combat barriers as they saw the overall benefits of collaboration to their professional growth and noticed an increase in student engagement and achievement. 相似文献