全文获取类型
收费全文 | 100篇 |
免费 | 2篇 |
国内免费 | 1篇 |
专业分类
教育 | 77篇 |
科学研究 | 11篇 |
体育 | 6篇 |
文化理论 | 1篇 |
信息传播 | 8篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 4篇 |
2020年 | 4篇 |
2019年 | 1篇 |
2018年 | 5篇 |
2017年 | 4篇 |
2016年 | 6篇 |
2015年 | 1篇 |
2014年 | 14篇 |
2013年 | 18篇 |
2012年 | 1篇 |
2011年 | 3篇 |
2010年 | 4篇 |
2009年 | 4篇 |
2008年 | 4篇 |
2007年 | 7篇 |
2006年 | 1篇 |
2005年 | 3篇 |
2004年 | 1篇 |
2002年 | 1篇 |
2001年 | 2篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1984年 | 1篇 |
1981年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有103条查询结果,搜索用时 15 毫秒
21.
This paper describes experiences of teaching statistics without mathematical theory but using computer-intensive re-sampling methods. The method is relevant to statistics teaching at all levels. 相似文献
22.
Jessie McGowan William Hogg Tamara Rader Doug Salzwedel Danielle Worster Elise Cogo Margo Rowan 《Health information and libraries journal》2010,27(1):11-21
Background: A librarian consultation service was offered to 88 primary care clinicians during office hours. This included a streamlined evidence‐based process to answer questions in fewer than 20 min. This included a contact centre accessed through a Web‐based platform and using hand‐held devices and computers with Web access. Librarians were given technical training in evidence‐based medicine, including how to summarise evidence. Objectives: To describe the process and lessons learned from developing and operating a rapid response librarian consultation service for primary care clinicians. Methods: Evaluation included librarian interviews and a clinician exit satisfaction survey. Results: Clinicians were positive about its impact on their clinical practice and decision making. The project revealed some important ‘lessons learned’ in the clinical use of hand‐held devices, knowledge translation and training for clinicians and librarians. Conclusions: The Just‐in‐Time Librarian Consultation Service showed that it was possible to provide evidence‐based answers to clinical questions in 15 min or less. The project overcame a number of barriers using innovative solutions. There are many opportunities to build on this experience for future joint projects of librarians and healthcare providers. 相似文献
23.
24.
Glenn M. Ricketts 《Academic Questions》2016,29(4):390-393
25.
Jessie Ee 《Asia Pacific Education Review》2014,15(2):247-256
This paper discusses the use of an alternative instrument to assess the social–emotional competence (SEC) of secondary school students in Singapore. The instrument was used in a larger study to explore an approach to infuse social–emotional learning in the curriculum for children in school. The design of this research instrument is based on the Rest’s (Development in judging moral issues. University of Minnesota Press, Minneapolis, 1979) Defining Issues Test (DIT) originally developed based on Kohlberg’s moral dilemma (Kohlberg in child psychology and childhood education: a cognitive developmental view. Longman, New York, 1987). The modified DIT instrument which focuses specifically on social–emotional development presents scenarios that are most likely encountered by adolescents and seeks the students’ responses to five open-ended questions related to the scenarios. The verbatim written responses were coded and categorized to assess their SECs. The instrument was able to elicit the self-management strategies of the secondary students, which was not as easily assessable with alternative instruments measuring SECs. The findings also highlighted the psychosocial developmental stage and moral development of the adolescents in the study from the SEC responses that they made. 相似文献
26.
27.
AbstractThis paper explores how young people of diverse genders and sexualities share information about sex, sexualities and genders. Formal approaches to education often fail to consider young people’s communication and information exchange practices, including the circulation of peer knowledge through social media. In the wake of recent Australian backlash against the Safe Schools Coalition, we can observe how homophobia and queerphobia in the broader community can impact upon young peoples’ ability to learn about themselves and their bodies through formal education. Yet young people of diverse genders and sexualities can be observed to support each other in peer spaces, utilising their knowledge networks. This paper explores young people’s informal learning practices, the capacity of peer networks to support and educate young people, and the challenges of recognising such networks in a culture in which health and education discourses present them as ‘risk subjects’ rather than ‘health agents’. These issues are discussed in relation to our own experiences in research and health promotion, including one author’s role as a youth peer educator. Drawing on our workplace experiences, we provide a number of anecdotal examples which highlight the complexities of informal knowledge practice and information circulation, and the ways these can challenge and reform professional health, education, and research approaches. 相似文献
28.
Ruble L Birdwhistell J Toland MD McGrew JH 《Journal of educational and psychological consultation》2011,21(4):259-283
The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dal-rymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality. 相似文献
29.
Kirton (1976) described two creative styles, namely adaptors and innovators. Adaptors prefer to “do things better ” whilst,
innovators prefer to “do things differently ”. This study explored the relationship between two creative styles (adaptor and
innovator) and the Big Five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness
to experience) and how they subscribe to creativity, risks and goal orientations. A total of 206 Polytechnic students from
Singapore completed a self-report questionnaire, which consisted of the Kirton Adaptation-Innovation Inventory (Kirton, 1976),
NEO-Five Factor Inventory (Saucier, 1994), Learning Goal Scale (Ng, 2003), What Kind of Person Are You Self-Report Inventory
(Khatena & Torrance, 1976), Gough’s Creative Adjective Checklist, Risk Scenario, and Risk Taking Attitude Scale developed
by Ng. It was found that adaptors were significantly more conscientious and subscribe to risk avoidance, ego approach and
ego avoidance orientations than innovators, whilst, innovators were significantly more extraverted and open to experience
and are likely to subscribe to creativity, risk taking and mastery goal orientations than adaptors. No significant differences
were found between adaptors and innovators in agreeableness. The implications for the findings for the classroom teacher will
also be discussed. 相似文献
30.
Research studies have shown that educational programmes such as camps and field trips can develop affective and social relationships through personal exposure to outdoor experiences among students. This study will illustrate the outcome of a social emotional learning camp organized for 93 Secondary Two students (mean age 14.1) in Singapore. Both quantitative and qualitative methods were carried out during camp to assess students’ social emotional competencies (SECs) such as their self-awareness, social awareness, self-management and relationship management and responsible decision-making. Students were found to have improved in all SECs from the pre–post test questionnaire. From their camp activities and their reflections, students were found to have greater self-awareness, relationship management and self-management skills. However, teachers’ observations showed that students scored lowest in relationship management skills. Students’ self-awareness, social awareness, self-management and relationship management were found to be predictive of responsible decision-making, with 71% of the variance explained. The implications of the findings will be discussed to assist schools in enhancing students’ SECs. 相似文献