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121.
Joanna O. Masingila Samson M. Muthwii Patrick M. Kimani 《International Journal of Science and Mathematics Education》2011,9(1):89-108
This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling
in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more
about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice
may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science
in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and
after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and
log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified
as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned
mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the
data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53,
2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they
used was connected to their views of what science is. 相似文献
122.
Joanna O. Masingila Dana E. Olanoff Dennis K. Kwaka 《Journal of Mathematics Teacher Education》2012,15(5):347-358
This article reports on a national survey of higher education institutions in the United States to answer the question, “Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors’ academic and teaching backgrounds?” We surveyed 1,926 institutions, and a faculty member from each of 825 institutions (42.8?%) participated in the survey. The survey results demonstrate that the majority of institutions are not meeting the recommendations of the Conference Board of the Mathematical Sciences (The mathematical education of teachers. American Mathematical Society, Providence, RI, 2001), the National Council of Teachers of Mathematics (Professional standards for teaching mathematics. National Council of Teachers of Mathematics, Reston, VA, 2005), and the National Council on Teacher Quality (Greenberg and Walsh 2008) for prospective elementary teachers to take at least nine credits of mathematics content designed specifically for them. Additionally, most instructors for these courses do not have elementary teaching experience and have likely not had opportunities to think deeply about the important ideas in elementary mathematics, and most institutions do not provide training and/or support for these instructors. 相似文献
123.
Guppy Neil Boud David Heap Tania Verpoorten Dominique Matzat Uwe Tai Joanna Lutze-Mann Louise Roth Mary Polly Patsie Burgess Jamie-Lee Agapito Jenilyn Bartolic Silvia 《Higher Education》2022,84(3):487-504
Higher Education - Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students’... 相似文献
124.
Eveline Geiser Margaret Kjelgaard Joanna A. Christodoulou Abigail Cyr John D. E. Gabrieli 《Annals of dyslexia》2014,64(1):77-90
Reading disability in children with dyslexia has been proposed to reflect impairment in auditory timing perception. We investigated one aspect of timing perception—temporal grouping—as present in prosodic phrase boundaries of natural speech, in age-matched groups of children, ages 6–8 years, with and without dyslexia. Prosodic phrase boundaries are characterized by temporal grouping of functionally related speech elements and can facilitate syntactic processing of speech. For example, temporary syntactic ambiguities, such as early-closure structures, are processed faster when prosodic phrase boundaries are present. We examined children’s prosodic facilitation by measuring their efficiency of sentence processing for temporary syntactic ambiguities spoken with (facilitating) versus without (neutral) prosodic phrase boundaries. Both groups of children benefited similarly from prosodic facilitation, displaying faster reaction times in facilitating compared to neutral prosody. These findings indicate that the use of prosodic phrase boundaries for speech processing is not impaired in children with dyslexia. 相似文献
125.
Joseph P. Allen Megan M. Schad Barbara Oudekerk Joanna Chango 《Child development》2014,85(5):1866-1880
Pseudomature behavior—ranging from minor delinquency to precocious romantic involvement—is widely viewed as a nearly normative feature of adolescence. When such behavior occurs early in adolescence, however, it was hypothesized to reflect a misguided overemphasis upon impressing peers and was considered likely to predict long‐term adjustment problems. In a multimethod, multireporter study following a community sample of 184 adolescents from ages 13 to 23, early adolescent pseudomature behavior was linked cross‐sectionally to a heightened desire for peer popularity and to short‐term success with peers. Longitudinal results, however, supported the study's central hypothesis: Early adolescent pseudomature behavior predicted long‐term difficulties in close relationships, as well as significant problems with alcohol and substance use, and elevated levels of criminal behavior. 相似文献
126.
Deborah J. Cassidy Linda L. Hestenes Joanna K. Hansen Archana Hegde Jonghee Shim Steve Hestenes 《Early education and development》2005,16(4):505-520
While child care quality has been examined in numerous studies, the definition of quality and specifically, the concepts of structural and process quality, have not been adequately explored. In this qualitative analysis of the constructs of process and structural quality, a content analysis of the Early Childhood Environment Rating Scale-Revised (ECERS-R), a commonly used measure of process quality, was conducted to investigate its use as a measure of process quality. Through constant comparative analysis of the ECERS-R at the indicator level, definitions of structure and process were formulated. Results show that over half of the indicators of the ECERS-R are measuring structural quality rather than process quality. Further examination of quality as a dynamic exchange between individuals and context is needed to advance research in the area of early childhood program quality. 相似文献
127.
Kelly Stone Cheryl Burgess Brigid Daniel Joanna Smith Christine Stephen 《Emotional and Behavioural Difficulties》2017,22(4):383-396
This article draws on the findings from a small qualitative study which focused on gathering perspectives and accounts of experiences from nursery practitioners, health and third sector professionals and parents. It explored the ways in which parents/carers and practitioners experienced the nurture approach developed in preschool settings in Glasgow, Scotland and their perspectives on the impact that this provision has had on the development and well-being of young children and family engagement in learning. The findings provided some insights into the specific ways in which settings involved parents and worked towards developing a nurturing ethos towards parents themselves, underpinned by the following three elements: a welcoming setting, sensitive and empathic staff and creative practice. The particular characteristics of these three elements seemed to support some parents in developing the parenting skills which were required to consolidate the benefits experienced by their children. These benefits included parents being supported to replicate some of the practices at home and becoming more involved in their children’s learning. The study identified challenges for some nurseries in achieving this, such as the limited scope for nurture corner practitioners in some of the settings to fully utilise their skills with parents due to accommodation constraints. 相似文献
128.
Joanna S. Gorin 《Journal of Educational Measurement》2005,42(4):351-373
Based on a previously validated cognitive processing model of reading comprehension, this study experimentally examines potential generative components of text-based multiple-choice reading comprehension test questions. Previous research ( Embretson & Wetzel, 1987 ; Gorin & Embretson, 2005 ; Sheehan & Ginther, 2001 ) shows text encoding and decision processes account for significant proportions of variance in item difficulties. In the current study, Linear Logistic Latent Trait Model (LLTM; Fischer, 1973 ) parameter estimates of experimentally manipulated items are examined to further verify the impact of encoding and decision processes on item difficulty. Results show that manipulation of some passage features, such as increased use of negative wording, significantly increases item difficulty in some cases, whereas others, such as altering the order of information presentation in a passage, did not significantly affect item difficulty, but did affect reaction time. These results suggest that reliable changes in difficulty and response time through algorithmic manipulation of certain task features is feasible. However, non-significant results for several manipulations highlight potential challenges to item generation in establishing direct links between theoretically relevant item features and individual item processing. Further examination of these relationships will be informative to item writers as well as test developers interested in the feasibility of item generation as an assessment tool. 相似文献
129.
Marcia D. Horne James E. Powers Patricia Mahabub 《Contemporary educational psychology》1983,8(4):403-418
The development of the concept of word in readers and nonreaders was investigated. Five reader and nonreader male students from four age groups (6.5–7.5; 7.6–8.5; 8.6–9.5; 9.6–10.5) were tested using the procedures developed by J. Downing and P. Oliver (Reading Research Quarterly, 1973–1974, 9, 581–586). Results from an analysis of variance indicated significant effects for reading levels (p < .001), age (p < .05), stimuli (p < .01), and a significant interaction between reading level and stimulus class (p < .05). Evidence indicates nonreaders may be confused about the differences between a short word and phonemes, syllables, sentences, and long words. 相似文献
130.
ABSTRACTAfter exploring the interactions between moving image-based art practices and anthropology in recent decades, and the permeable membranes in ethnographic research, we will describe six tactics of video-ethnography used to create experimental narratives with a group of South Asian immigrant girls. Positioned in feminist critical poststructuralism, postcolonial theory and film theory, the research gives visibility to how the participants construct their identities when attending secondary school in Catalonia. Learning from artists like Ursula Biemann and Trinh T. Minh-ha, we have experimented with visual modes of producing cultural knowledge, with the aim of narrating migrant subjectivities and difference through moving images. Specifically, we focus on the production of stories through video-ethnographic research, based on the contributions of Michel de Certeau, who describes tactics as mobile, situated and fluid. In the end, this video-ethnographic research has experimented with reflexivity, ‘facing’, re-framing, in-betweenness, the interval, and spectatorship as tactics of narrating ‘otherness’ 相似文献