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51.
Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics. 相似文献
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Dee C. Ray Casey A. Barrio Minton April A. Schottelkorb April Garofano Brown 《Counselor Education & Supervision》2010,49(3):193-208
Counselor education programs are ethically bound to teach methods of research and evaluation so counselors may identify counseling methods that have a reasonable probability of success. Single‐case design represents rigorous research practice, is amenable to practice, and allows the practitioner the opportunity to explore interventions from quantitative and qualitative perspectives. Key elements of single‐case methodology are reviewed, including benefits, specific details, and pitfalls related to conducting single‐case research with children. A case study and suggestions for implementation in counselor education are provided. 相似文献
53.
April Richardson‐Hatcher Matthew Hazzard German Ramirez‐Yanez 《Anatomical sciences education》2014,7(6):469-478
Visualization of the complex courses of the cranial nerves by students in the health‐related professions is challenging through either diagrams in books or plastic models in the gross laboratory. Furthermore, dissection of the cranial nerves in the gross laboratory is an extremely meticulous task. Teaching and learning the cranial nerve pathways is difficult using two‐dimensional (2D) illustrations alone. Three‐dimensional (3D) models aid the teacher in describing intricate and complex anatomical structures and help students visualize them. The study of the cranial nerves can be supplemented with 3D, which permits the students to fully visualize their distribution within the craniofacial complex. This article describes the construction and usage of a virtual anatomy platform in Second Life?, which contains 3D models of the cranial nerves III, V, VII, and IX. The Cranial Nerve Skywalk features select cranial nerves and the associated autonomic pathways in an immersive online environment. This teaching supplement was introduced to groups of pre‐healthcare professional students in gross anatomy courses at both institutions and student feedback is included. Anat Sci Educ 7: 469–478. © 2014 American Association of Anatomists. 相似文献
54.
Differential item functioning (DIF) analyses are a routine part of the development of large-scale assessments. Less common are studies to understand the potential sources of DIF. The goals of this study were (a) to identify gender DIF in a large-scale science assessment and (b) to look for trends in the DIF and non-DIF items due to content, cognitive demands, item type, item text, and visual-spatial or reference factors. To facilitate the analyses, DIF studies were conducted at 3 grade levels and for 2 randomly equivalent forms of the science assessment at each grade level (administered in different years). The DIF procedure itself was a variant of the "standardization procedure" of Dorans and Kulick (1986) and was applied to very large sets of data (6 sets of data, each involving 60,000 students). It has the advantages of being easy to understand and to explain to practitioners. Several findings emerged from the study that would be useful to pass on to test development committees. For example, when there was DIF in science items, MC items tended to favor male examinees and OR items tended to favor female examinees. Compiling DIF information across multiple grades and years increases the likelihood that important trends in the data will be identified and that item writing practices will be informed by more than anecdotal reports about DIF. 相似文献
55.
April R. Biccum 《Culture, Theory & Critique》2013,54(1):33-50
This article examines the possibility of an engagement between the discourse of Development and postcolonial theory. To open up a space for this kind of engagement, the article proposes first that, while there is no singularity of project within the field of Postcolonial Studies, there is a productive set of debates; and second that the necessity of questioning Development as an idea springs out of these debates around the nature and existence of Postcoloniality itself. It attempts to show how the critiques which have currency within postcolonial theory can be used to deconstruct Development and expose the mechanisms and tropes of power which Development as a discourse has in common with colonial discourse and modernity as a project. The scope of this article is to lay the groundwork for a continued engagement of Postcolonial with Political Studies, and in particular with the discourse of Development. 相似文献
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Christopher D. Wilson Frieda Reichsman Karen Mutch-Jones April Gardner Lisa Marchi Susan Kowalski Trudi Lord Chad Dorsey 《Journal of Science Education and Technology》2018,27(4):285-305
Research-based digital games hold great potential to be effective tools in supporting next-generation science learning. However, as with all instructional materials, teachers significantly influence their implementation and contribute to their effectiveness. To more fully understand the contributions and challenges of teacher implementation of digital games, we studied the replacement of existing high school biology genetics lessons over a 3- to 6-week period with Geniverse, an immersive, game-like learning environment designed to be used in classrooms. The Geniverse materials infuse virtual experimentation in genetics with a narrative of a quest to heal a genetic disease; incorporate the topics of meiosis and protein synthesis with inheritance; and include the science practices of explanation and argumentation. The research design involved a quasi-experiment with 48 high school teachers and about 2000 students, student science content knowledge and argumentation outcome measures, and analysis using hierarchical linear modeling. Results indicate that when Geniverse was implemented as the designers intended, student learning of genetics content was significantly greater than in the comparison, business-as-usual group. However, a wide range of levels of Geniverse implementation resulted in no significant difference between the groups as a whole. Students’ abilities to engage in scientific explanation and argumentation were greater in the Geniverse group, but these differences were not statistically significant. Observation, survey, and interview data indicate a range of barriers to implementation and teacher instructional decisions that may have influenced student outcomes. Implications for the role of the teacher in the implementation of game-based instructional materials are discussed. 相似文献
59.
Both the psychological and criminological fields have long hypothesized the mechanisms that influence desistance from violent offending, but few studies have focused on violent females. This study identifies patterns of violent behavior across 7 years among 172 females and 172 matched males ages 15–24, testing if heterogeneity in violent offending is linked to (a) developmental change in impulse control and (b) attainment of adult milestones. Fewer females persist in violence (25%) than males (46%); 19% of males increase in violent behavior. Females who develop impulse control and are employed are more likely to desist from violence. Violent offending is unrelated to other adult milestones. Developmental increases in impulse control may trigger desistance, while employment may maintain desistance from violence. 相似文献
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