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501.
Michael D. Sheehan R. Burke Johnson 《Educational technology research and development : ETR & D》2012,60(1):131-153
The purpose of this research was to probe the philosophical beliefs of instructional designers using sound philosophical constructs
and quantitative data collection and analysis. We investigated the philosophical and methodological beliefs of instructional
designers, including 152 instructional design faculty members and 118 non-faculty professionals. We used the Philosophy of
Social Science Inventory, a 52-item questionnaire, to measure 20 beliefs within four categories. We probed four ontological
beliefs (ontological realism, ontological relativism, physicalism, and idealism); five epistemological beliefs (epistemological
relativism, fallibilism, epistemological objectivity, rationalism, and empiricism); three axiological beliefs (ethical realism,
ethical relativism, and valueneutrality in research); and eight methodological beliefs (nomothetic, idiographic and critical
methods, scientific naturalism, humanism, and quantitative, qualitative and mixed methods). Our research questions included
(a) What are the predominant philosophical and methodological beliefs of instructional designers? (b) Do instructional design
faculty and non-faculty instructional designers, identifying with different research methodologies, hold different sets of
philosophical beliefs? and (c) What relationships exist between philosophical beliefs and age, gender, ethnicity, level of
education, and/or years of service? Overall, the philosophical profile of instructional designers can reasonably be described
as pragmatic. Belief characterizations of methodological subgroups (e.g., those identifying with qualitative, quantitative,
or mixed methods research) generally supported our hypotheses. Although demographic variables (except gender) were not singularly
important, our analyses suggest that a combination of ethnicity, gender, research preference, and level of education can be
used to predict philosophical and methodological beliefs. 相似文献
502.
The effects of age and sublexical automaticity on reading outcomes for students with reading disabilities 下载免费PDF全文
For students with reading disabilities, reading fluency has proven difficult to remediate. The current study examined age‐related effects on measures of word and text‐reading outcomes, within the context of a phonologically based remedial reading program. The contribution of speeded‐reading of sublexical sound–spelling patterns to fluency outcomes was also examined. The youngest group of participants showed better outcomes on measures of word and pseudoword reading. All age groups made significant and meaningful improvements on measures of reading fluency and reading comprehension. Participants' mastery of speeded, sublexical sound–spelling reading contributed variance to fluency outcomes beyond pre‐intervention fluency scores. Practice with sublexical spelling patterns may be one important component of programs directed at remediating accuracy and fluency deficits for students with reading disabilities. What is already known about this topic
- Reading fluency has proven difficult to remediate for students with reading disabilities.
- Training with sublexical sound–spelling patterns has increased recognition of the trained patterns, but transfer has been limited.
- Young children with reading difficulties appear to have an advantage at closing the reading achievement gap; however, there are some inconsistencies in the literature.
- Automaticity with sublexical patterns made a unique contribution to fluency outcomes in this sample of students with reading disabilities.
- In the context of the reading program examined, all age groups made significant and meaningful standard score gains on reading fluency.
- Young children did not score higher than the two older groups on measures of oral reading fluency or reading comprehension; bringing into question conclusions drawn from prevention versus intervention studies.
- Findings lend support to models of reading acquisition that emphasize multilayered, sublexical spelling–sound knowledge as important to reading fluency, beyond that of sight‐word reading efficiency.
- Including speeded practice of a broad range of sublexical sound–spelling patterns and training these to mastery deserves further study as one potential approach to improving fluency interventions for students with reading disabilities.
- We suggest that this sublexical training may mimic reading practice in terms of building orthographic representations that support fluent reading.
503.
Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors 下载免费PDF全文
Amanda P. Williford Jennifer LoCasale‐Crouch Jessica Vick Whittaker Jamie DeCoster Karyn A. Hartz Lauren M. Carter Catherine Sanger Wolcott Bridget E. Hatfield 《Child development》2017,88(5):1544-1553
A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers. 相似文献
504.
This tutorial draws together research on the impacts of climate change on children and youth, and suggests how parents, and parenting researchers, educators, and professionals, can engage with climate change. We start with an overview of the science of climate change and highlight the urgency of action to restore a safe climate for future generations. Then we discuss three major types of impact of climate change on children and youth: first, their greater vulnerability to its impacts on health and well-being due to physiological immaturity and dependency, a vulnerability that is greatly exacerbated for children in disadvantaged circumstances; second, evidence of widespread worry about climate change among children and youth, and their need for support and empowerment to respond adaptively to these anxieties; and third, the need to prepare the next generation for demands for massive changes in lifestyles as the world transitions to a low-carbon economy. We follow with a review of evidence about how parents can support their children through actively engaging with the issue themselves and through communication and other strategies that help build children’s hope, efficacy, resilience, and engagement. We then discuss the multiple important roles that parenting researchers and professionals can play in addressing climate change, concluding that those of us with responsibility for future generations need to recognize climate change as an urgent challenge. 相似文献
505.
Jamie M. Carroll David S. Yeager Jenny Buontempo Cameron Hecht Andrei Cimpian Pratik Mhatre Chandra Muller Robert Crosnoe 《Monographs of the Society for Research in Child Development》2023,88(2):7-109
When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask:
- 1. Which gender and socioeconomic identity groups showed the weakest or strongest links between expectations for success in math and progress through the math curriculum?
- 2. How did the school's peer culture shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
- 3. How did perceptions of classroom gender stereotyping shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?