全文获取类型
收费全文 | 133篇 |
免费 | 1篇 |
专业分类
教育 | 101篇 |
科学研究 | 14篇 |
体育 | 5篇 |
信息传播 | 14篇 |
出版年
2022年 | 1篇 |
2021年 | 4篇 |
2020年 | 2篇 |
2019年 | 7篇 |
2018年 | 1篇 |
2017年 | 3篇 |
2016年 | 5篇 |
2015年 | 2篇 |
2014年 | 7篇 |
2013年 | 30篇 |
2012年 | 2篇 |
2011年 | 4篇 |
2010年 | 2篇 |
2009年 | 3篇 |
2008年 | 2篇 |
2007年 | 3篇 |
2006年 | 5篇 |
2004年 | 4篇 |
2003年 | 5篇 |
2002年 | 1篇 |
2001年 | 2篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1977年 | 2篇 |
1969年 | 1篇 |
1959年 | 1篇 |
1929年 | 1篇 |
1927年 | 2篇 |
1921年 | 1篇 |
1920年 | 1篇 |
1898年 | 2篇 |
1862年 | 1篇 |
排序方式: 共有134条查询结果,搜索用时 15 毫秒
111.
Twila H. Jaben Donald J. Treffinger Richard J. Whelan Floyd G. Hudson Susan B. Staincack William Stainback 《Psychology in the schools》1982,19(3):371-373
Forty-nine pupils from learning disabilities intermediate-level classrooms served as subjects in the study and were randomly assigned to an experimental and control group. The Torrance Tests of Creative Thinking were used as pretests and posttests. The Purdue Creative Training Program was used to stimulate the learning disabled experimental group's divergent thinking abilities for 14 weeks. Pupils in the learning disabled experimental group made significantly higher scores than did the comparison group on the creativity variables of the verbal subtest of the Torrance Tests of Creative Thinking. 相似文献
112.
Peter Hudson 《Mentoring & Tutoring: Partnership in Learning》2016,24(1):30-43
A positive mentor–mentee relationship is essential for the mentee’s development of teaching practices. As mentors can hold the balance of power in the relationship with preservice teachers, how do mentors develop positive mentor–mentee relationships? This multi-case study involved: (a) written responses from over 200 teachers involved in a mentoring professional development program, (b) nineteen mentor teachers with written responses and audio-recorded focus groups, and (c) two pairs of mentors and mentees with audio-recorded interviews. Findings revealed that positive relationships required the achievement of trust and respect by sharing information, resources, and expectations and by being professional, enthusiastic, and supportive with collaborative problem-solving. A model is presented that outlines ways in which mentors can form positive mentor–mentee relationships. 相似文献
113.
Steve Graham Nancy B. Burdg Floyd Hudson Dale Carpenter 《Psychology in the schools》1980,17(1):128-134
Equivalent forms of a questionnaire were administered to elementary classroom and resource room teachers. The questionnaires were designed to elicit teachers' attitudes and perceptions as to the effectiveness and appropriateness of mainstreaming, regular classroom teachers' level of skill competency, assistance from the resource room, and communication between the resource room and regular classroom teachers. Results indicated that resource and regular teachers evidenced differential perceptions as to all factors investigated. Educational implications of the findings were discussed and specific recommendations were proposed. 相似文献
114.
115.
Dayton D. McKean Hoyt H. Hudson Marvin T. Herrick Wesley Swanson 《Quarterly Journal of Speech》2013,99(2):235-238
A Case Book in Discussion. By Frank C. and Mary B. Mckinney, with an introduction by Joseph V. Denny. New York: The Ronald Press, 1930: pp. vi, 267 ; $2.00. Suggestions for instructors. By the same authors; 28 pp. The Fred Newton Scott Anniversary Papers. By Former Students and Colleagues. Chicago: The University of Chicago Press, 1929: pp. ix, 319. Daniel Webster. By Allan L. Benson. New York: Cosmopolitan Book Corporation, 1929 ; pp. viii, 402. Elements of Public Speech. By J. K. Horner. New York: D. C. Heath and Company, 1929; pp. xi, 313. Literature for Oral Interpretation. By Eiohard Dennis Teall. Hollister. Ann Arbor, Michigan: George Wahr, 1929; pp. 752. $3.60. Anniversaries and Holidays. By Mary Emogene Hazeltines American Library Association, 520 N. Michigan Avenue, Chicago, 1929: pp. xx, 288. A Practical Handbook of Play Production. By D. C. Ashton. A Book of Dramatic Costume. By Edith Dabney and C. M. Wise. New York: F. S. Crofts and Co., 1930; pp. x, 163. $3. Theatre Management. By Sanford E. Stanton. New York: D. Ap‐pleton and Company, 1929; pp. vii, 154; $1.50. 相似文献
116.
Peter Hudson 《International Journal of Science Education》2013,35(14):1723-1739
A literature‐based survey gathered 331 final‐year preservice teachers' perceptions of their mentoring in primary science education from nine Australian universities. Data were analysed within five factors proposed for mentoring (i.e., Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback). Results indicated that the majority of mentors (primary teachers) did not provide specific mentoring in primary science, particularly in the science teaching practices associated with the factors System Requirements, Pedagogical Knowledge, and Modelling. This study argues that mentors may require further education to learn how to mentor specifically in primary science, and proposes a specific mentoring intervention as a way forward for developing the mentor's mentoring and teaching of primary science. 相似文献
117.
Phebe Tucker Chris Candler Robert M. Hamm E. Michael Smith Joseph C. Hudson 《Sex education》2013,13(1):37-45
Medical students encountering patients with unfamiliar, unconventional sexual practices may have attitudes that can affect open communication during sexual history-taking. We measured changes in first-year US medical student attitudes toward 22 non-traditional sexual behaviors before and after exposure to human sexuality instruction. An electronic, hand-held audience response system was used in a lecture hall to sample anonymous student attitudes toward this sensitive topic. Several attitudes were influenced by instruction, as shown by statistical comparisons before and after instruction. Students' attitudes shifted toward patterns favoring treatment for five out of 10 paraphilias that are not harmful of others. Most students favored imprisonment for pederasty before instruction, consistent with lessons about mandatory reporting of child sexual abuse, and this attitude increased non-significantly after instruction. Student attitudes were generally accepting of homosexuality, but were more accepting of female than male homosexuality, both before and after instruction. Implications of these diverse effects of our lecture-based curriculum on attitudes toward non-traditional human sexual behavior are discussed, as well as benefits of audience response systems in anonymously assessing students' attitudes toward sensitive topics. 相似文献
118.
Peter Hudson 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):201-217
Mentoring is too important to be left to chance (Ganser, 1996), yet mentoring expertise of teachers varies widely, which may present inequities for developing preservice teachers' practices. Five factors for mentoring have been identified herein: personal attributes, system requirements, pedagogical knowledge, modelling, and feedback, and items associated with each factor have also been justified in context of the literature. An original, literature‐based survey instrument gathered 446 preservice teachers' perceptions of their mentoring for primary teaching. Data were analysed within the above‐mentioned five factors with 331 final‐year preservice teachers from nine Australian universities responding to their mentoring for science teaching and 115 final‐year preservice teachers from an urban university responding to their mentoring for mathematics teaching. Results indicated similar Cronbach alpha scores on each of the five factors for primary science and mathematics teaching; however percentages and mean scores on attributes and practices aligned with each factor were considerably higher for mentoring mathematics teaching compared with science teaching. 相似文献
119.
The Orator's Assistant. By Alexander Thomas. “Worcester, Mass.: Alexander Thomas, 1797. The Pious Instructor. By Daniel Cooledge. “Walpole, N. H.: Charter and Hale, 1806. Le Maitre des Orateurs Populaires, Etude sur la prédication de Jesus. Par Auguste Bouvier. Paris: Librarie Fischbacher, 1892: pp. 88. 相似文献
120.