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31.
Leah Henderson 《Metascience》2017,26(2):219-222
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Danielle D. Wadsworth Leah E. Robinson Karen Beckham Kip Webster 《Early Childhood Education Journal》2012,39(6):391-395
Engaging in moderate-to-vigorous physical activity is essential to lifelong health and wellness. Physical activity behaviors
established in early childhood relate to physical activity behaviors in later years. However, research has shown that children
are adopting more sedentary behaviors. Incorporating structured and planned physical activity breaks into classroom transition
times is an inexpensive and effective technique to increase children’s physical activity during school hours. However, this
approach has not been studied in preschool settings. The purpose of this paper is to provide a simple, cost-effective method
that incorporates structured physical activity into the preschool curriculum through classroom based physical activity breaks.
Results of a case study along with an overview of the implementation of physical activity breaks are discussed. 相似文献
34.
Leah K. McMillan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,40(3):531-545
The end of the Cold War ushered in a paradigmatic shift in international development discourse whereby a human rights-based
approach to development was generated. This shift has stimulated the pegging of international development policy to the objectives
of the human rights regime. However, in attempting to unify development and human rights perspectives, policy-makers have
overlooked an imperative component of these realities, namely that proponents of the human rights agenda and social developmentalists
differ in their conceptions of “education”. Thus, while both perspectives seek universal primary education (UPE), their ideas
about what that education should consist of vary. This paper does not argue for the use of one definition, nor does it conclude
that the two are incompatible. Rather, the author contends that it is paramount that these two definitions are recognised
for their unique approaches to education, in order for policies to be most effective. The value in the human rights-based
approach to development is its ability to utilise both human rights and development perspectives to create a more comprehensive
approach to poverty reduction and economic growth. By incorporating both definitions of “education” into policy agendas, both
the process and product of education will be emphasised, in turn improving the effectiveness and outcome of all efforts to
achieve UPE. 相似文献
35.
Michèle Foster Leah Halliday Jonathan Baize James Chisholm 《Multicultural Perspectives》2020,22(2):68-78
Michèle was hurrying to class. How, she thought, could she offer the students in her African American English in Society and Schools class a method of understanding, comparing, and abstracting the studies they had been reading in class? The heuristic described in this study evolved from a desire to capture aspects of several seminal studies that illustrated how African American English was deployed in classrooms for productive work with African American students. Michèle recalled that whenever she asked graduate students or practicing teachers what they, other teachers, and schools might do to improve the schooling of students of color, one of the most consistent responses was Culturally Responsive Pedagogy (CRP). However, when pressed and asked what one would detect in classrooms where CRP is being put into practice, few were able to specify what an observer might see. Specifying the dimensions of CRP and its relationship to the heuristic had not been on Michèle’s mind. Even so, it was during the class discussion that the heuristic’s relevance to CRP became clearer. Jonathan, who had been tapped as a teaching assistant in an English language arts methods class, believed HiTCRiT could be modified to use with teacher education candidates, as a substitute for the standardized lesson planning tool used in the department. He piloted its use with the class the following semester. Utilizing HiTCRiT to explain research and existing practices as well as to assist teachers in creating culturally relevant instruction modified and shaped it, creating a more robust tool. Thus, the HiTCRiT came into being and came to inform our thinking and teaching practice. 相似文献
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Jasmin Wertz Terrie E. Moffitt Jessica Agnew-Blais Louise Arseneault Daniel W. Belsky David L. Corcoran Renate Houts Timothy Matthews Joseph A. Prinz Leah S. Richmond-Rakerd Karen Sugden Benjamin Williams Avshalom Caspi 《Child development》2020,91(5):1745-1761
This study tested implications of new genetic discoveries for understanding the association between parental investment and children’s educational attainment. A novel design matched genetic data from 860 British mothers and their children with home-visit measures of parenting: the E-Risk Study. Three findings emerged. First, both mothers’ and children’s education-associated genetics, summarized in a genome-wide polygenic score, were associated with parenting—a gene–environment correlation. Second, accounting for genetic influences slightly reduced associations between parenting and children’s attainment—indicating some genetic confounding. Third, mothers’ genetics were associated with children’s attainment over and above children's own genetics, via cognitively stimulating parenting—an environmentally mediated effect. Findings imply that, when interpreting parents’ effects on children, environmentalists must consider genetic transmission, but geneticists must also consider environmental transmission. 相似文献
38.
Leah H. Somerville Nadia Haddara Stephanie F. Sasse Alea C. Skwara Joseph M. Moran Bernd Figner 《Child development》2019,90(6):2086-2103
This study evaluated the aspects of complex decisions influenced by peers, and components of peer involvement influential to adolescents’ risky decisions. Participants (N = 140) aged 13–25 completed the Columbia Card Task (CCT), a risky choice task, isolating deliberation-reliant and affect-reliant decisions while alone, while a friend monitors choices, and while a friend is merely present. There is no condition in which a nonfriend peer is present. Results demonstrated the risk-increasing peer effect occurred in the youngest participants in the cold CCT and middle-late adolescents in the hot CCT, whereas other ages and contexts showed a risk-decreasing peer effect. Mere presence was not sufficient to influence risky behavior. These boundaries in age, decision, and peer involvement constrain prevailing models of adolescent peer influence. 相似文献
39.
This study explores extent and frequency of conventional practices in the basic communication course: speeches, video replay, and self-evaluations from 45 basic course directors and instructors. Results indicated three to four speeches per curriculum, with two prominent speech types: informative (97.8%) and persuasive (91.1%). Approximately 76% of curriculums used video replay. Self-evaluation questions (N?=?254) used 52.8% open, 40.6% closed, 21.9% circular, and 21.9% strategic questions. Most frequently used questions focused on: delivery (12.1%), content (10.6%), or delivery and content (11.1%). Findings suggest pedagogical practices vary across the discipline, and the discussion offers practical applications for improving practices. 相似文献
40.
Leah M. Melber 《Curator: The Museum Journal》2007,50(3):341-354
Abstract This study investigates the effect of two different types of exhibitions on maternal scaffolding or teaching conversations within a natural history museum. A total of 31 mother‐child dyads were observed and videotaped within two different exhibition halls and the conversation was transcribed for analysis. Using categories of coding that compared higher‐level conceptual conversation versus perceptual conversation such as naming, the different types of teaching techniques were examined via paired t‐tests. More conceptual, higher‐level verbal teaching was observed within the traditionally designed exhibition hall than within a hall designed specifically for children and families. Interviews with the mothers indicated that they were aware of physical differences between the two exhibition halls and intentionally varied their scaffolding in relation to the physical context. 相似文献