全文获取类型
收费全文 | 142篇 |
免费 | 1篇 |
专业分类
教育 | 124篇 |
科学研究 | 4篇 |
各国文化 | 7篇 |
体育 | 3篇 |
信息传播 | 5篇 |
出版年
2024年 | 1篇 |
2023年 | 3篇 |
2022年 | 3篇 |
2020年 | 6篇 |
2019年 | 12篇 |
2018年 | 8篇 |
2017年 | 9篇 |
2016年 | 9篇 |
2015年 | 2篇 |
2014年 | 3篇 |
2013年 | 16篇 |
2012年 | 2篇 |
2011年 | 3篇 |
2010年 | 6篇 |
2009年 | 6篇 |
2008年 | 5篇 |
2007年 | 3篇 |
2006年 | 4篇 |
2005年 | 5篇 |
2004年 | 4篇 |
2003年 | 3篇 |
2002年 | 4篇 |
2001年 | 3篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1996年 | 1篇 |
1993年 | 1篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1965年 | 1篇 |
1964年 | 1篇 |
1963年 | 2篇 |
1926年 | 1篇 |
1925年 | 1篇 |
1921年 | 1篇 |
1915年 | 1篇 |
排序方式: 共有143条查询结果,搜索用时 15 毫秒
21.
Code switching is primarily a linguistic term that refers to the use of two or more languages within the same conversation, or same sentence, to convey a single message. One field of linguistics, sociocultural linguistics, is broad and interdisciplinary, a mixture of language, culture, and society. In sociocultural linguistics, the code, or language that is selected, can be triggered by a social situation or setting in which the speaker is placed. Code-switching can also apply to behavior. In physical education, teachers may communicate in the language of sport. When teaching a competitive activity in physical education class, the environment changes, becomes competitive, and the teachers often code switch and switch instructional choices unconsciously. This article examines the occurrence of code-switching during competitive activities. 相似文献
22.
23.
24.
25.
26.
We focus on assessing whether newly qualified teachers’ professional outcome expectations and their beliefs about students’ intellectual potential are associated with teachers’ self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during their first years as full-time teachers. Results attest to a salient association between teachers’ more optimistic views of the malleability of students’ intellectual potential and teachers’ confidence in themselves as positive change agents in student outcomes. Also, teachers’ belief-set in the beginning of their career was shown to be associated with significant differences in the level of using instructional practices promoting mastery goal orientation in the classroom as well as offering students emotional support during the learning process. In the light of the significant belief–behaviour links demonstrated, more explicit attention to the sophistication of teachers’ ability beliefs in teacher education programmes is recommended. 相似文献
27.
This study attempted to determine whether children with the combined subtype of attention-deficit/hyperactivity disorder (ADHD) have impairments in cognitive functioning and motor skills. The specific effect of the comorbidity of learning disabilities (LD) was also investigated. A battery of cognitive tests was administered to 26 children with a clinical diagnosis of ADHD-combined subtype (ADHD/C), to 24 children with ADHD/C with a comorbid diagnosis of LD (ADHD/C+LD), and to 102 participants without disabilities, all between ages 7 and 10. The testing battery consisted of tasks assessing memory, visuospatial and verbal abilities, and fine motor skills. In general, the test results of children with ADHD/C were poorer than those of the control group but better than the results of children with a combined ADHD/C+LD diagnosis (with the exception of motor skills). The predictive accuracy of the testing battery tasks in children with ADHD/C and ADHD/C+LD was examined. The results of a standard procedure of discriminant function analyses revealed that the measures correctly classified 73.6% of the children. 相似文献
28.
Adam B. Wilson Kirsten M. Brown Jonathan Misch Corinne H. Miller Barbie A. Klein Melissa A. Taylor Michael Goodwin Eve K. Boyle Chantal Hoppe Michelle D. Lazarus 《Anatomical sciences education》2019,12(1):61-73
While prior meta-analyses in anatomy education have explored the effects of laboratory pedagogies and histology media on learner performance, the effects of student-centered learning (SCL) and computer-aided instruction (CAI) have not been broadly evaluated. This research sought to answer the question, “How effective are student-centered pedagogies and CAI at increasing student knowledge gains in anatomy compared to traditional didactic approaches?” Relevant studies published within the past 51 years were searched using five databases. Predetermined eligibility criteria were applied to the screening of titles and abstracts to discern their appropriateness for study inclusion. A summary effect size was estimated to determine the effects of SCL and CAI on anatomy performance outcomes. A moderator analysis of study features was also performed. Of the 3,035 records screened, 327 underwent full-text review. Seven studies, which comprised 1,564 participants, were included in the SCL analysis. An additional 19 studies analyzed the effects of CAI in the context of 2,570 participants. Upon comparing SCL to traditional instruction, a small positive effect on learner performance was detected (standardized mean difference (SMD = 0.24; [CI = 0.07, 0.42]; P = 0.006). Likewise, students with CAI exposure moderately outscored those with limited or no access to CAI (SMD = 0.59; [CI = 0.20, 0.98]; P = 0.003). Further analysis of CAI studies identified effects (P ≤ 0.001) for learner population, publication period, interventional approach, and intervention frequency. Overall, learners exposed to SCL and supplemental CAI outperformed their more classically-trained peers as evidenced by increases in short-term knowledge gains. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献
29.
30.
Eve Griffiths 《British Journal of Special Education》2009,36(4):213-221
The association of inclusive education with an equity discourse means that the question of ‘how’ to include is one currently faced by many teachers in the UK. Written by Eve Griffiths, who teaches English, literacy, media studies and drama in a special school in Wolverhampton, this article constructs a set of inclusive principles for teaching and learning and reports on pupil and teacher responses in mainstream and special schools to a three‐week literacy project in which these approaches were implemented. Research diaries and small group‐based interviews were used in both educational settings to access the opinions of 20 pupils with a Statement of special educational needs. The research found that the pedagogical approaches were successful in breaking down some barriers to inclusion between the two groups of pupils, but Eve Griffiths concludes that significant changes would need to be brought about for there to be any longevity in the eradication of these obstructions. 相似文献