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101.
ABSTRACTThe authors provide an overview of what capstone courses do by presenting information from across the field based on materials received from and interviews with technical and professional communication program administrators and faculty. The authors then point to opportunities to improve the course. Finally, the authors argue for sustainable program development as the theoretical framework to perform programmatic work. 相似文献
102.
Martha D. Foukal Edith C. Lawrence Joanna L. Williams 《Mentoring & Tutoring: Partnership in Learning》2016,24(2):94-108
Being a youth mentor is popular among college students, yet little is known about how their initial characteristics are related to mentoring satisfaction. Survey data from college women enrolled in a youth mentoring program (n = 158) and a comparison group (n = 136) were analyzed to determine how initial characteristics of youth mentors (a) differ from comparisons and (b) are associated with mentors’ satisfaction. Mentors reported higher autonomy, cultural sensitivity, and lower depression pre-participation than the comparison group, and their pre-participation GPA, cognitive empathy, and depression predicted post-participation mentoring satisfaction. Implications for mentor training are discussed. 相似文献
103.
The Impact of School Transitions in Early Adolescence on the Self-System and Perceived Social Context of Poor Urban Youth 总被引:7,自引:0,他引:7
Edward Seidman LaRue Allen J. Lawrence Aber Christina Mitchell Joanna Feinman 《Child development》1994,65(2):507-522
This study examined the effects of the normative school transition ( n = 580) during early adolescence on the self-system and perceived school and peer social contexts of poor, black ( n = 161), white ( n = 146), and Latino ( n = 273) youth in the public school systems of 3 eastern urban cities. The results revealed negative effects of the school transition on the affective and behavioral domains of the self-system. These declines in self-esteem, class preparation, and grade-point average (GPA) were common across race/ethnicity and gender. Concurrently, the school transition was perceived to be associated with changes in the school and peer contexts. Daily hassles with the school increased, while social support and extracurricular involvement decreased over the transition. Daily hassles with peers decreased, and peer values were perceived as more antisocial. These changes in the school and peer microsystems were also common across race/ethnicity and gender. In addition, transition-associated school and peer changes and, in particular, changes in daily hassles with the school were associated with changes in the academic dimensions of the self-system, that is, academic efficacy expectations, class preparation, and GPA. The results are discussed within a developmental mismatch framework. 相似文献
104.
Joanna Dennis 《Educational Philosophy and Theory》2018,50(9):849-857
AbstractThe recent expansion of the English academies programme has initiated a period of significant change within the state education system. As established administration has been disrupted, new providers from business and philanthropy have entered the sector with a range of approaches to transform schools. This paper examines the development of co-operative schools, which are positioned as an ‘ethical alternative’ within the system and have proved popular with teachers and parents. Using a theory of co-operative power drawn from the philosophy of Spinoza (1632–1677), the author explores how co-operative schools have emerged, with and against the reforming agenda, using narratives of hope and resistance. Spinoza provides theoretical resources to critique this positioning and to project beyond the limiting narratives to an affirmative vision for co-operative schools. 相似文献
105.
AbstractIn the calculus classroom, integrating applications with the theoretical and procedural conveys the relevance of the material. Since Newton and Leibniz developed calculus in the context of physics and astronomy, applications in these fields tend to predominate. To engage and excite our students, pedagogical considerations must include broader examples from across the curriculum. Our students have been particularly responsive to examples that address social justice issues. Here we describe two projects used in calculus courses at two different (liberal arts) institutions concerning mass incarceration and eviction. In addition, we offer advice on the implementation for your classroom and include some of our materials. 相似文献
106.
Cognitive psychology principles have been heralded as possibly central to construct validity. In this paper, testing practices are examined in three stages: (a) the past, in which the traditional testing research paradigm left little role for cognitive psychology principles, (b) the present, in which testing research is enhanced by cognitive psychology principles, and (c) the future, for which we predict that cognitive psychology's potential will be fully realized through item design. An extended example of item design by cognitive theory is given to illustrate the principles. A spatial ability test that consists of an object assembly task highlights how cognitive design principles can lead to item generation. 相似文献
107.
Joanna Tapper 《高等教育研究与发展》1997,16(1):25-40
The present situation in which students enter tertiary education with different experiences of online literacy poses challenges for instructors of subjects in which content and online literacy are integrated. It is hard for university teachers to predict what can be expected of incoming students in terms of computer experience, or to plan suitable syllabuses. In this article, the online literacy practices of students in one subject offered at an Australian university are examined. These practices are viewed within the context of the subject itself, and in the wider context of tertiary education. It is suggested that studies of the contexts and practices of online literacy can provide information which will help instructors to have some idea of what to expect concerning their students’ online literacy. In turn, this knowledge may make it easier for instructors to plan subject syllabuses which provide for groups of students with mixed online experiences. Areas for further research are also identified. 相似文献
108.
Cannon JE Easterbrooks SR Gagné P Beal-Alvarez J 《Journal of deaf studies and deaf education》2011,16(4):437-457
The purpose of this study was to determine if the frequent use of a targeted, computer software grammar instruction program, used as an individualized classroom activity, would influence the comprehension of morphosyntax structures (determiners, tense, and complementizers) in deaf/hard-of-hearing (DHH) participants who use American Sign Language (ASL). Twenty-six students from an urban day school for the deaf participated in this study. Two hierarchical linear modeling growth curve analyses showed that the influence of LanguageLinks: Syntax Assessment and Intervention (LL) resulted in statistically significant gains in participants' comprehension of morphosyntax structures. Two dependent t tests revealed statistically significant results between the pre- and postintervention assessments on the Diagnostic Evaluation of Language Variation-Norm Referenced. The daily use of LL increased the morphosyntax comprehension of the participants in this study and may be a promising practice for DHH students who use ASL. 相似文献
109.
This study describes symbolic representation in block play in a culturally diverse suburban preschool classroom. Block play
is multimodal and can allow children to experiment with materials to represent the world in many forms of literacy. Combined qualitative
and quantitative data from seventy-seven block structures were collected and analyzed. The observed frequency of symbolism
used for three levels of symbolism (1) pre-symbolism, (2) first level symbolism, and (3) second level symbolism was investigated.
Results indicated significant differences for first level symbolism or real-world objects. Students reported making homes
for Webkinz, indicating an ability to encode multimodally the Webkinz computer game played at home to their school block play. The implications from these findings suggest educators
should consider both a sociocultural perspective on playing and children’s out of-school experiences on learning. A research
agenda that includes multimodality as performance is critical to early childhood education. 相似文献
110.
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