全文获取类型
收费全文 | 191篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 159篇 |
科学研究 | 6篇 |
各国文化 | 1篇 |
体育 | 4篇 |
信息传播 | 23篇 |
出版年
2022年 | 2篇 |
2021年 | 1篇 |
2020年 | 5篇 |
2019年 | 6篇 |
2018年 | 8篇 |
2017年 | 9篇 |
2016年 | 10篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 42篇 |
2012年 | 8篇 |
2011年 | 2篇 |
2010年 | 8篇 |
2009年 | 8篇 |
2008年 | 3篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 5篇 |
2004年 | 1篇 |
2003年 | 3篇 |
2002年 | 1篇 |
2001年 | 3篇 |
2000年 | 3篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1963年 | 1篇 |
排序方式: 共有193条查询结果,搜索用时 31 毫秒
61.
Dawn M. Decker Michael D. Hixson Amber Shaw Gloria Johnson 《Psychology in the schools》2014,51(6):625-635
The purpose of this study was to examine whether using a multiple‐measure framework yielded better classification accuracy than oral reading fluency (ORF) or maze alone in predicting pass/fail rates for middle‐school students on a large‐scale reading assessment. Participants were 178 students in Grades 7 and 8 from a Midwestern school district. The multiple‐measure framework yielded classification accuracy rates that were either similar to, or better than, the individual predictors. Specificity was improved using a combined measure of ORF and maze versus individual predictors alone. Educational implications for identifying students in need of reading intervention are discussed. 相似文献
62.
63.
Efforts to evaluate and improve student engagement have been pervasive in higher education over recent years. Critics argue, however, that troubling affinities are evident between student engagement efforts and a neoliberal agenda which emphasises accountability through performativity. Neoliberalism manifests in policies that focus on the economic benefit to individuals of higher education, rather than the broader social or intrinsic benefits. In this conceptual article, we draw on the work of Martin Heidegger and Nel Noddings in arguing that efforts aimed at promoting engagement and commitment to learn by students should include developing a capacity to care about others and things. Through the lens of care, our aim is to extend current notions of what engagement of students in their learning might look like. Challenging and supporting students entail encouraging them to take a stand on what they are learning and who they are becoming. This enriched conceptualisation has the potential to re-orient student engagement away from a narrow neoliberal agenda, while enabling students to realise the full benefits a higher education can provide. 相似文献
64.
Gloria Dall’Alba Jörgen Sandberg Ravinder Kaur Sidhu 《Educational Philosophy and Theory》2018,50(3):270-286
This article offers a philosophical-empirical account of embodied skilful performance in the practice of plant biotechnology. Drawing on the work of Merleau-Ponty and others, we elaborate how skilful performance emerges from and through reciprocal relations encompassing the body-in-the-world and the world-in-the-body. The contribution of this article lies in offering an account of skilful performance that is attentive to a perceiving, motile, feeling body entwined with world. In genetically modifying plants, scientists direct their senses of touch and vision to manipulating plant materials and matter, ‘reading’ subtle changes in tissue cultures, plantlets and so on. In rhythmic movements, they extend their bodies through skilful use of complex equipment, while calling on ‘intuition’ to guide their work. Skilful performance, then, relies on our lived body that is not merely a physical object among other objects, nor a passive instrument for the mind, but dynamic and inescapably entwined with people and things in a world in flux. Bringing to the fore how perceiving, motile, feeling bodies are implicated in skilful performance has significant implications for education and workplace training. 相似文献
65.
Jorge E. Gonzalez Alain Bengochea Laura Justice Gloria Yeomans-Maldonado Anita McCormick 《Early education and development》2019,30(2):259-279
Research Findings. This study examined Mexican caretaker roles, beliefs, and practices around their child’s language and literacy development. Twenty-six parents in three preschools representing three socioeconomic strata located in Querétaro City, México completed questionnaires and participated in focus groups. We used convergent parallel mixed methods to analyze and compare parent questionnaire quantitative data and qualitative focus group data with a grounded theory approach to identify focus group discussion themes. Four themes were emerged: (a) Goals and expectations regarding reading and socioemotional development, (b) Perceptions and beliefs about children’s oral and written language, (c) Caretaker’s perceived role in children’s language and literacy development, and (d) Home and community learning-related resources and practices. Findings highlighted that Mexican parents highly value supporting their children’s education both socioemotionally and through engagement in literacy routines—evidence of duality in the educacíón value among native Mexican families. These literacy routines were complementary and responsive to teacher classroom instruction. Practice or Policy. Understanding how Latino families instantiate literacy practices to respond to American schooling expectations may be a way to address home-school discontinuities that often reflect lack of familiarity with the U.S. educational system. 相似文献
66.
67.
Although short-term mobility programmes are increasingly promoted to university students as sources of competitive advantage, there is little research on academic learnings arising from these initiatives. A ‘field analysis’ of outbound mobility is undertaken to identify convergences and disjunctures between institutional discourses, staff perceptions and student experiences at one Australian university where outbound mobility is actively promoted as a ‘strategy of distinction’. Self-reported ‘personal transformations’ commonly associated with the mobility experience are interrogated in favour of alternative constructions of self–other relationships. An argument is made for greater institutional effort to enable students to make critical connections with ‘other-ness’ both in and out of place. 相似文献
68.
69.
Gloria Dall'Alba 《Research in Science Education》1988,18(1):123-133
Conclusion The relation between the strategy application and the learning outcomes from the experiment displayed a similar pattern to
that of other tasks performed by the same group of learners (Dall'Alba, 1987). The quality of strategy application was found
to be a significant factor in determining the degree of success in the experiment. The most successful learners were consistent
in maintaining a high quality of strategy application. In contrast, the less successful learners failed to apply the necessary
strategies or their stragegy application was of low quality. 相似文献
70.
Research Findings: The contribution of 3 executive function skills (shifting, inhibitory control, and working memory) and their relation to early mathematical skills was investigated with preschoolers attending 6 Head Start centers. Ninety-two children ranging in age from 3 years, 1 month, to 4 years, 11 months, who were native English or Spanish speakers were assessed for these executive function skills as well as their receptive vocabulary skills and early mathematical abilities using the Child Math Assessment (Starkey, Klein, & Wakeley, 2004), which captures an array of skills across 4 domains. Hierarchal regression analyses revealed that inhibitory control and working memory made unique contributions to children’s early mathematical abilities in the domains of numeracy, arithmetic, spatial/geometric reasoning, and patterning/logical relations after we controlled for age, receptive vocabulary, and previous Head Start experience. Furthermore, receptive vocabulary also accounted for significant variance in children’s early mathematical abilities above and beyond executive function skills. No group differences emerged between English-only and dual language learners on the fit of the regression models. Practice or Policy: These findings extend previous research highlighting the interface of executive function skills and mathematical learning in early childhood with further evidence to support this relationship beyond early numeracy and counting using a broad measure of critical early math skills. In addition, the intricate role of language in the development of early mathematical competence is considered. Implications of these findings for scaffolding executive function skills and vocabulary within prekindergarten math curricula are discussed, with particular consideration for children from low socioeconomic backgrounds. 相似文献