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51.
Nancy Eiesnberg Ivanna K. Guthrie Richard A. Fabes Mark Reiser Bridget Murphy Robin Holgren Pat Maszk Sandra Losoya 《Child development》1997,68(2):295-311
The relations of regulation and emotionality to elementary school children's social functioning were examined. Teachers and peer reproted on children's social functioning; I parent and teacher rated children on various measures of regulation, resiliency, and emotionality; and a behavioural index of regulation was obtained. The effects of individual differences in attentional regulation on social status and socially appropriate behavior were mediated by resiliency, and dispositional negative emotionality moderated the positive relation between attentional control and resiliency (with this path being stronger for children high in negative emotinality). The effects of behavioural regulation were not mediated by resiliency; however, the relation of behavioral regulation to socilaly appropriate behaviour (but not social status) was moderated by negative emotionality, with effects being significant and higher for children high in negative emotionality. 相似文献
52.
Angelika Anderson David R. Thomas Dennis W. Moore Bridget Kool 《Learning Environments Research》2008,11(3):245-256
School improvement initiatives are needed to better meet the needs of underprivileged students, to reduce underachievement
and to break a continuing cycle of disadvantage. This article describes part of a school improvement initiative in New Zealand
that provided additional funding for school nurse and social worker services in nine secondary schools with the most disadvantaged
students in New Zealand. It describes the nature and delivery of services provided by the social workers in these schools.
In addition, the article reports changes over time in staff and student views about school climate including a comparison
with non-participating schools of similar socioeconomic status. The findings indicated that school climate is a useful intermediate
measure of the effectiveness of school improvement initiatives. There were significant improvements in staff views about school
climate over time, with staff views about school climate becoming more favourable on scales measuring Improvements in the
Last 12 Months and Support for Ethnic Diversity compared to eight non-participating schools. Student views were more favourable
on scales measuring Satisfaction with School, Support for Achievement and Support for Ethnic Diversity, compared to the non-participating
schools. 相似文献
53.
54.
Eisenberg N Zhou Q Losoya SH Fabes RA Shepard SA Murphy BC Reiser M Guthrie IK Cumberland A 《Child development》2003,74(3):875-895
The relations of observed parental warmth and positive expressivity and children's effortful control and ego control with children's high versus low emotional expressivity were examined in a 2-wave study of 180 children (M age = 112.8 months). There were quadratic relations between adults' reports of children's emotional expressivity and effortful control; moderate expressivity was associated with high effortful control. Structural equation models supported the hypothesis that children's ego overcontrol (versus undercontrol) mediated the relation between parental warmth or positive expressivity and children's emotional expressivity, although parenting at the follow-up did not uniquely predict in children's expressivity after controlling for the relations in these constructs over time. The alternative hypothesis that children's ego overcontrol elicited positive parenting and expressivity also was supported. 相似文献
55.
This paper reflects our commitments as teacher educators to develop the skills, knowledge and interests amongst ‘nearly qualified teachers’ to establish action learning as an integral part of their professional practice. We outline the development of an undergraduate unit that is endeavouring to achieve this at Edith Cowan University, Western Australia. Key principles and characteristics of action research and action learning are used as a framework for critical reflection on the unit. Attempting to provide learning experiences that adhere to these principles within the context of initial teacher education courses is identified as a challenging process. Planned developments in which we seek to enhance the extent to which teacher education can be seen to embrace and promote action research and action learning are discussed. 相似文献
56.
John M. Edwards IV Mark N. Hamblin Hernan V. Fuentes Bridget A. Peeni Milton L. Lee Adam T. Woolley Aaron R. Hawkins 《Biomicrofluidics》2007,1(1)
Electro-osmotic flow (EOF) pumps are attractive for fluid manipulation in microfluidic channels. Open channel EOF pumps can produce high pressures and flow rates, and are relatively easy to fabricate on-chip or integrate with other microfluidic or electrical components. An EOF pump design that is conducive to on-chip fabrication consists of multiple small channel arms feeding into a larger flow channel. We have fabricated this type of pump design using a thin film deposition process that avoids wafer bonding. We have evaluated pumps fabricated on both silicon and glass substrates. Consistent flow rate versus electric field were obtained. For the range of 40–400 V, flow rates of 0.19–2.30 μL∕min were measured. Theoretical calculations of pump efficiency were made, as well as calculations of the mechanical power generated by various pump shapes, to investigate design parameters that should improve future pumps. 相似文献
57.
Mulvey Bridget K. Parrish Jennifer C. Reid Joshua W. Papa Jeffrey Peters-Burton Erin E. 《Science & Education》2021,30(3):527-555
Science & Education - In-depth understanding of nature of science (NOS) moves beyond knowledge of discrete NOS aspects to consider connections among NOS aspects. This study presents three... 相似文献
58.
Platts Ellen J. Kerner Bridget Adams Nick Archer Jan-Michael 《Science & Education》2022,31(5):1383-1397
Science & Education - The food-energy-water (FEW) nexus framework calls for a systems perspective on addressing complex sustainability challenges. As a sustainability science field, nexus... 相似文献
59.
This study examined three basal reading programs published by Heath (1989), Silver Burdett Ginn (1993) and Houghton Mifflin (1993), to determine how frequently logically necessary relationships are expressed in text used by basal readers, and whether direct instruction in making logically necessary inferences accompanies such expressions in basal reader series. The complete contents of the basal readers, from grades one through eight, and all teachers' instructions pertaining to content read by students, were examined for each series. Frequency counts made by independent raters indicated that readers of these three series have a steady and frequent rate of opportunities to make logically necessary inferences, and to observe such inferences being modeled by the text; no significant differences were found between any of the series in the number of such opportunities. We found that while children's reading materials clearly offer a natural context in which logical understanding may be constructed, instructions for teachers in the basal series we examined did not include directly teaching students to use this kind of reasoning in reading comprehension. Suggestions are offered for how such instruction might be integrated with current teaching strategies in inference-making. 相似文献
60.
Contemporaneous and Longitudinal Prediction of Children's Social Functioning from Regulation and Emotionality 总被引:9,自引:0,他引:9
Nancy Eisenberg Richard A. Fabes Stephanie A. Shepard Bridget C. Murphy Ivanna K. Guthrie Sarah Jones Jo Friedman Rick Poulin Pat Maszk 《Child development》1997,68(4):642-664
Relations of regulation and emotionality to social functioning were examined for 77 children followed from early to middle school age. Parents and teachers reported on children's social behavior, emotionality, and regulation, and children engaged in analogue peer conflict situations (i.e., with puppets). High-quality social functioning was predicted by high regulation and low levels of nonconstructive coping, nevatige emotionality, and general emotional intensity. Prediction often was obtained across reporters and time, although prediction was strongest within context (home versus school). Moreover, measures of regulation and emotionality frequently contributed unque variance to the prediction of social functioning. Contemporaneous correlations at age 8–10 were similar to those obtained at age 6–8, and prediction of later social functioning from emotionality and regulation at age 4–6 was similar at ages 6–8 and 8–10. 相似文献