全文获取类型
收费全文 | 407篇 |
免费 | 7篇 |
专业分类
教育 | 338篇 |
科学研究 | 8篇 |
各国文化 | 5篇 |
体育 | 18篇 |
文化理论 | 2篇 |
信息传播 | 43篇 |
出版年
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 13篇 |
2019年 | 16篇 |
2018年 | 9篇 |
2017年 | 13篇 |
2016年 | 19篇 |
2015年 | 12篇 |
2014年 | 8篇 |
2013年 | 88篇 |
2012年 | 8篇 |
2011年 | 4篇 |
2010年 | 9篇 |
2009年 | 11篇 |
2008年 | 10篇 |
2007年 | 9篇 |
2006年 | 6篇 |
2005年 | 6篇 |
2004年 | 7篇 |
2003年 | 7篇 |
2002年 | 8篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1999年 | 4篇 |
1998年 | 8篇 |
1997年 | 7篇 |
1996年 | 2篇 |
1995年 | 6篇 |
1994年 | 11篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1980年 | 7篇 |
1979年 | 3篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1969年 | 2篇 |
1967年 | 2篇 |
排序方式: 共有414条查询结果,搜索用时 0 毫秒
191.
Dr. Campbell J. McRobbie Dr. Barry J. Fraser Dr. Geoffrey J. Giddings 《Research in Science Education》1991,21(1):244-252
Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of
individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory
Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class
and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal
outcomes.
Specializations: Science education, Preservice science teacher education.
Specializations: Learning environments, science education, educational evaluation, curriculum.
Specializations: Curriculum, science education, science laboratory teaching. 相似文献
192.
The aim of this study was to describe mental reactions and coping strategies among children of torture victims. The study comprised 11 children from 5 exiled families with at least one of the parents having been subjected to torture. Investigation methods applied were qualitative interviews in three different settings and two projective tests. The children were anxious, depressive, and regressive. Moreover, they presented psychosomatic symptoms, sleep disorders, and family and school problems. The children's ways of dealing with their experiences were divided into four main coping strategies: (a) isolation and withdrawal, (b) mental flight, (c) eagerness to acclimatize, and (d) strength of will and fighting. A lack of flexibility in the children's development of coping strategies was mainly explained by the strength of challenges in the families' overall situation before and after escape and exilation. A lack of openness about imprisonment and torture seemed to be an essential way of parental coping. The observation methods chosen all proved to be applicable and informative. Moreover, the qualitative interview showed to be the crucial method. 相似文献
193.
The purpose of this study, in part, was to confirm the factor structure of the School-Level Environment Questionnaire, which assesses six school climate factors that can be considered important for improving schools. The study also tested a research model of the relationships between the school climate, teachers’ self-efficacy and job satisfaction. The participants included 781 Western Australian high-school teachers in 29 schools. When the data were analysed by means of structural equation modelling, teacher self-efficacy and teacher job satisfaction were both related to school climate dimensions and there was also a relationship between teacher self-efficacy and job satisfaction. These results provide practical information for improving school climate and suggest that it is worthwhile for school principals to consider factors within the school climate and how they might be enhanced. 相似文献
194.
195.
Deborah F. G. Fraser 《Journal of Research in Special Educational Needs》2003,3(3):147-153
More children than ever before are surviving childhood cancer. While treatment protocols have improved, there is little consideration given to their ongoing educational needs, including their social needs for positive peer relationships and friendships. This qualitative study of 12 families included children from four to 15 years of age. Most of the children were attending primary school and half were still undergoing treatment. Interviews in family homes were undertaken with parents, children with cancer and their siblings. The results show that most of these children with cancer have special social relationship needs beyond the impact of absence from school. This article focuses specifically upon friendships and peer relationships which often change dramatically when a child has cancer. Such changes can place children with cancer at risk both academically and emotionally. Some suggestions for addressing this issue are explored. 相似文献
196.
Different perspectives: Spatial ability influences where individuals look on a timed spatial test
下载免费PDF全文
![点击此处可从《Anatomical sciences education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Victoria A. Roach Graham M. Fraser James H. Kryklywy Derek G.V. Mitchell Timothy D. Wilson 《Anatomical sciences education》2017,10(3):224-234
Learning in anatomy can be both spatially and visually complex. Pedagogical investigations have begun exploration as to how spatial ability may mitigate learning. Emerging hypotheses suggests individuals with higher spatial reasoning may attend to images differently than those who are lacking. To elucidate attentional patterns associated with different spatial ability, eye movements were measured in individuals completing a timed electronic mental rotation test (EMRT). The EMRT was based on the line drawings of Shepherd and Metzler. Individuals deduced whether image pairs were rotations (same) or mirror images (different). It was hypothesized that individuals with high spatial ability (HSA) would demonstrate shorter average fixation durations during problem solving and attend to different features of the EMRT than low spatial ability (LSA) counterparts. Moreover, question response accuracy would be associated with fewer fixations and shorter average response times, regardless of spatial reasoning ability. Average fixation duration in the HSA group was shorter than LSA (F(1,8) = 7.99; P = 0.022). Importantly, HSA and LSA individuals looked to different regions of the EMRT images (Fisher Exact Test: 12.47; P = 0.018); attending to the same locations only 34% of the time. Correctly answered questions were characterized by fewer fixations per question (F(1, 8) = 18.12; P = 0.003) and shorter average response times (F(1, 8) = 23.89; P = 0.001). The results indicate that spatial ability may influence visual attention to salient areas of images and this may be key to problem solving processes for low spatial individuals. Anat Sci Educ 10: 224–234. © 2016 American Association of Anatomists. 相似文献
197.
Because students spend approximately 20,000 hours in classrooms by the time that they graduate from university, students' reaction to their teachinglearning experiences are of considerable importance. However, educators often rely exclusively on assessing achievement and pay scant attention to the quality of the learning environments. Teachers should not feel that it is a waste of valuable teaching time to put energy into improving their classroom climates because the research convincingly shows that attention to classroom environment is likely to pay off in terms of improving student outcomes. 相似文献
198.
Fraser J. Scott Pauline Connell Linda A. Thomson 《Journal of Further & Higher Education》2019,43(5):692-707
Recognising the importance of graduates being equipped with appropriate employability skills alongside their subject-specific skills, we have had transferable skills training embedded throughout our degree programmes for 30 years. More recently, a specific employability skills module for final-year honours students has been created. This module consists of a programme of activities supporting employability skills, which was delivered to final-year undergraduate students from 2012 to 2015. A key feature in the development and delivery of these activities was the involvement of external experts. Detailed questionnaires have captured student perceptions and thematic analysis has revealed key themes. The module has been perceived to be highly useful, resulting in significant increases in students’ confidence across key areas of employability skills. Furthermore, students may hold skewed perceptions of the relevance of generic employability skills to their chosen career path. This fact should be considered when delivering employability skills programmes. 相似文献
200.
Jena Barchas-Lichtenstein John Fraser Patti Parson Rebecca Joy Norlander Julia Griffin Nsikan Akpan 《Journalism Practice》2020,14(6):643-663
ABSTRACT This article—co-authored by a transdisciplinary team of social scientists and journalists in the United States—traces changes to the news landscape in recent decades, and asks: How are legacy media producers grappling with these new realities? As part of a four-year collaboration on young adult news consumption, we take a participatory action research approach to this question, tacking back and forth between newsroom concepts and anthropological ones in pursuit of a synthesis that strengthens both. Starting from anthropological frameworks of participation, the authors argue that broadcast videos typically position their audiences as overhearers rather than interlocutors, while the reverse is true for social media, and that these tendencies shape audience expectations. We find that many audiences have what we call poetic motivations: they are drawn to stories that exemplify their genre. For example, the participatory nature of social media genres translates well to a more candid style that can incorporate live questions and other direct participation. The study reported here focuses on STEM news, but many of the findings apply to news production in general. Our reflective methods can also be applied more widely in the field of journalism to synthesize perspectives from theory and practice. 相似文献