全文获取类型
收费全文 | 142篇 |
免费 | 2篇 |
专业分类
教育 | 117篇 |
科学研究 | 9篇 |
各国文化 | 1篇 |
体育 | 6篇 |
文化理论 | 1篇 |
信息传播 | 10篇 |
出版年
2023年 | 1篇 |
2021年 | 1篇 |
2020年 | 2篇 |
2019年 | 3篇 |
2018年 | 9篇 |
2017年 | 7篇 |
2016年 | 3篇 |
2015年 | 3篇 |
2014年 | 3篇 |
2013年 | 41篇 |
2012年 | 4篇 |
2011年 | 3篇 |
2010年 | 4篇 |
2009年 | 2篇 |
2008年 | 1篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 4篇 |
2004年 | 1篇 |
2003年 | 3篇 |
2002年 | 3篇 |
2001年 | 5篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1983年 | 6篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1966年 | 1篇 |
1928年 | 1篇 |
排序方式: 共有144条查询结果,搜索用时 31 毫秒
21.
Paul M. Wright Weidong Li Evelyn Okunbor Clif Mims 《Education and Information Technologies》2012,17(1):95-108
Childhood obesity is one of the most pressing public health concerns in the United States. Because schools are a critical
site to promote wellness and prevent obesity, extensive policy and legislative efforts have focused on school-based food services,
nutrition education, physical education, and overall physical activity. Unfortunately, research indicates that most of these
policies prove ineffective due to insufficient implementation. A small number of web-based programs have emerged that are
designed to support the implementation of school wellness policies. The purpose of the current study is to present and interpret
findings from an evaluation of the web-based portion of a program implemented throughout the state of Pennsylvania. In total,
192 registered users completed a survey designed to evaluate their utilization and perceptions of the web-based features of
the Health eTools for Schools program. Participants represented the following stakeholder groups: school nurses, teachers,
wellness coordinators, administrators, and food service directors. Findings indicate the web-based portion of the Health eTools
for Schools program is comprehensive, well-designed, and has the potential to support implementation of school wellness policies
geared toward obesity prevention. At present, the web-based features are most effective in providing school nurses with tools
and resources to execute their roles related to obesity prevention. Applications supporting other groups such as teachers
and food service directors require further development to be equally effective. The number of programs with this focus is
likely to increase and further research is needed to address other aspects of these programs as well as their impact on student
level outcomes such as eating habits, body mass index, physical activity levels, and physical fitness. 相似文献
22.
Evelyn Orne Young 《Religious education (Chicago, Ill.)》2013,108(9):866-869
23.
24.
Evelyn Bransgrove 《Asia-Pacific Journal of Teacher Education》1994,22(1):39-52
This article describes a longitudinal comparative case study of teacher stress. Results of a series of eight questionnaires administered to practising teachers in suburban and inner urban settings are presented. School location emerged as a significant variable. Implications for teacher education are drawn. 相似文献
25.
Two sea lions(Zalophus californianus) were trained to respond to relational commands fey bringing the last designated object (transport item, or TI) to the earlier designated object (goal item, or GI). Most errors on this task involved forgetting of the GI due to interference from memory for the TI. We reasoned that instructing the animals to act directly on the same object several times in single-object commands immediately before a relational command that included the same object as the GI should make the GI associative episode less prone to interference by the TI associative episode. Results confirmed that prior cuing or prompting in this manner did enable the sea lions to perform significantly better on relational commands when no cuing was given. 相似文献
26.
27.
D. A. Pidgeon Evelyn M. Dodds 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):214-221
Friendship patterns in an urban girls’ secondary comprehensive school with nearly 30 per cent immigrant pupils were studied by a sociometric technique. Pupils were found to choose their friends most frequently from their own ethnic groups, but this was more marked in the lower streams and older age groups than in the upper streams and younger age groups. In the upper streams and the sixth form some preference was found, but immigrant pupils tended to be well integrated with British girls in complex friendship groups. 相似文献
28.
Jonathan L. Brendefur Evelyn S. Johnson Keith W. Thiede Sam Strother Herb H. Severson 《Early Childhood Education Journal》2018,46(2):153-157
There is a critical need to identify primary level students experiencing difficulties in mathematics to provide immediate and targeted instruction that remediates their deficits. However, most early math screening instruments focus only on the concept of number, resulting in inadequate and incomplete information for teachers to design intervention efforts. We propose a mathematics assessment that screens and provides diagnostic information in six domains that are important to building a strong foundation in mathematics. This article describes the conceptual framework and psychometric qualities of a web-based assessment tool, the Primary Math Assessment (PMA). The PMA includes a screener to identify students at risk for poor math outcomes and a diagnostic tool to provide a more in-depth profile of children’s specific strengths and weaknesses in mathematics. The PMA allows teachers and school personnel to make better instructional decisions by providing more targeted analyses. 相似文献
29.
The Individuals with Disabilities Education Act is explicit in its mandate that students who receive special education services have opportunities to be involved in and progress in the general education curriculum. Teachers providing instruction to students who are deaf or hard of hearing are expected to comply with this federal mandate. To determine if teachers of students who are deaf or hard of hearing throughout the state of Georgia felt adequately prepared to educate this population, a statewide needs assessment survey was conducted. Questionnaires were reviewed from 110 experienced teachers of students who are deaf or hard of hearing. More that half of the teachers who responded judged their teacher preparation program to be appropriate. Specific suggestions for modifications to teacher preparation programs are provided. 相似文献
30.
Bridget A. Franks David J. Therriault Miriam I. Buhr Evelyn S. Chiang Claire M. Gonzalez Heekyung K. Kwon Jenni L. Schelble Xuesong Wang 《Metacognition and Learning》2013,8(2):145-171
This study explored the abilities of 5th, 8th, and 10th graders, and College students to reason logically about what they read. Both students’ metacognitive behavior (looking back at previously read text) and their performance on logical deduction questions were recorded and analyzed in a reading task. Conditional logic premises and deductive questions were embedded in three narratives containing premise information that was factual (True Story), contrary to fact (False Story), or unverifiable via common world knowledge (Neutral Story). The texts and questions were presented one sentence at a time on a computer screen; participants controlled the presentation of sentences. For answering the questions, three response tasks were devised. One task (labeled Generate) required readers to generate their own logical conclusions in response to deduction questions. Two tasks (labeled Valid and Invalid) required readers to evaluate logically valid or logically invalid conclusions drawn by story characters in the texts. Students in early and late adolescence looked back more when asked to evaluate logical conclusions than when asked to generate conclusions on their own; College students’ lookback frequencies were not significantly affected by response task, but were greater overall than those of younger students. With conditional forms requiring an uncertainty response (Affirmed Consequent and Denied Antecedent), readers looked back more when evaluating logically invalid conclusions than when evaluating logically valid ones. Readers of all ages were more likely to agree with story characters’ (valid) uncertain conclusions with the AC and DA forms than they were to disagree with story characters’ (invalid) certain conclusions to these forms. Both lookback frequency and performance on logic questions were lowest when readers were required to reason from contrary to fact premises. 相似文献