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61.
62.
Danielle S. Fox Leanne Elliott Heather J. Bachman Elizabeth Votruba-Drzal Melissa E. Libertus 《Child development》2024,95(3):734-749
Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N = 113, Mage = 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (β = .17 and β = .40, respectively). Importantly, this study is the first to move beyond frequency counts of spatial input and investigate the links among the diversity of children's daily spatial activities, as well as the complexity of parents' spatial language across different contexts, and preschoolers' gains in spatial skills, an important predictor of later STEM success. 相似文献
63.
Leanne Whiteside-Mansell Danya Johnson Mary M. Aitken Patti A. Bokony Nicola Conners-Burrow Lorraine McKelvey 《Early Childhood Education Journal》2010,38(1):33-41
Much is known about how to provide safe environments for preschool children (3–5 years-of-age); however, many preschool children still experience preventable injuries—particularly children living in poverty. This study examined the use of an assessment tool used to identify children at risk for unintended injury in two large, federally funded Head Start programs during home visits. Families of preschool children in two multi-center Head Start programs (N = 499 and N = 228) were screened by teachers for risks related to safety in their home and parenting environment during mandatory Head Start home visits in the fall and spring. The safety screening tool was part of an established, broader interview assessment called the Family Map, which was designed to help Head Start programs meet mandatory performance standards related to the identification of risk and strengths in the family. Study results indicated that a large number of preschool children from low-income backgrounds were at risk for a variety of risks related to unintentional injury. Further, in some areas Head Start families increased their safety related parenting behaviors by the second assessment with different areas noted in the two programs. This study demonstrated that, beyond the use of the tool to identify families in need of intervention services, it can be used by childcare providers to effectively monitor family need and for program self-assessment. 相似文献
64.
Using concepts from the evaluation literature, this case study describes the instrumental, conceptual, and political influence of the Head Start National Reporting System (NRS) and on-going child assessments in a local Head Start program. This study found that a local program intentionally aimed to limit the influence of the NRS. The NRS validated the program's performance for the program administrators and local governing bodies. It had no impact on teaching and learning, and was not used to make decisions to guide local program improvement. On-going child assessments were more widely valued within the local program. These assessments had some impact on teachers’ individualization of instruction for children, and managers made some effort to use program-level findings to inform program development. Similar to the NRS, the on-going child assessments were also used to provide accountability with local governing bodies. Based on these findings, implications for the use of local-level systems in early childhood programs are discussed. 相似文献
65.
Domestic abuse has been shown to negatively affect a child’s social, emotional and behavioural development and a mother’s emotional well-being, parenting capacity and ability to respond to their child. Educational psychologists have a role to play in ameliorating these effects but their potential contribution has not always been fully realised. The study that is reported here employed Interpretative Phenomenological Analysis (IPA) methodology to explore the impact of domestic abuse on women’s perceptions of their role and identity as a mother. The findings provide a basis for proposing how educational psychologists and other professionals can best support these families to identify a clearer and more consistent resilience trajectory. 相似文献
66.
Leanne Elliott Heather J. Bachman Daphne A. Henry 《Parenting, science and practice》2020,20(2):108-140
SYNOPSISObjective. This study examined parental characteristics that related to children’s early math learning. Specifically, we examined how parents engage in math activities with their children in the home and how their practices were informed by parents’ experiences with and perceptions of math. Design. Using a mixed-methods design, we first quantitatively examined associations between two parental characteristics, past math experiences and current math anxiety, and various types of math activities to understand factors that predict home math engagement in a sample of 34 parents. We then conducted semi-structured interviews with a sample of 15 parents to identify additional factors that relate to parents’ engagement in math activities with their young children. Results. We found that parents’ math anxiety predicted their reports of math activity frequency in the home, controlling for demographics as well as prior measures of math enrichment. Through qualitative analyses, we demonstrated considerable variability in the way that math activities are implemented and described by parents and identify a novel theoretical construct – parents’ goals for children’s math learning – which relates to parents’ practices. Conclusions. These results suggest that survey measures may fail to capture important heterogeneity in parents’ practices and that additional predictors such as parental goals should be explored in future quantitative research. 相似文献
67.
Nicola A. Conners‐Burrow Danya L. Johnson Leanne Whiteside‐Mansell Lorraine McKelvey Regina A. Gargus 《Psychology in the schools》2009,46(7):593-604
This study examines the degree to which support from parents and teachers buffers the level of depression for four groups of children involved in bullying (victim, bully, bully‐victims, or not involved children). Nine hundred and seventy‐seven 5th‐, 9th‐, and 11th‐grade students in the rural South completed questionnaires on bullying, social support, and depression. Children who were not involved in bullying reported less depression and more social support than children involved in bullying, and bully‐victims were the most at‐risk group. Furthermore, results indicate that in all four bully status groups, children reported fewer symptoms of depression when support from parents was high compared to when it was low. For all groups except victims, when parental support was low, support from teachers was associated with fewer symptoms of depression. When parental support was high, the impact of support from the teacher was not significant. © 2009 Wiley Periodicals, Inc. 相似文献
68.
Leanne R. Ketterlin‐Geller Elisa M. Jamgochian Nancy J. Nelson‐Walker Joshua P. Geller 《Learning disabilities research & practice》2012,27(4):178-188
Appropriate assignment of accommodations is predicated on a clear distinction between target skills and access skills. In this study, we examine the agreement between test developer/researchers’ and educators’ classification of target and access skills as a possible explanatory mechanism for assigning accommodations. Findings indicate that participants with expertise in mathematics education had the highest agreement when classifying target skills, as evidenced by a higher overall sensitivity value and the greatest number of items with the highest sensitivity value. Conversely, special education faculty members had the highest overall agreement when classifying access skills, as evidenced by a higher overall specificity value. Mathematicians, however, had the highest sensitivity values for the greatest number of items. Implications for accommodation assignment practices are discussed. 相似文献
69.
Berman BA Streja L Bernaards CA Eckhardt EA Kleiger HB Maucere L Wong G Barkin S Bastani R 《American annals of the deaf》2007,152(3):344-355
Little research has focused on tobacco use among deaf and hard of hearing youth. Findings are reported from a first-ever tobacco-related survey, completed by 226 California middle and high school students using either a written questionnaire or the Interactive Video Questionnaire, an interactive multimedia computer video technology. Rates for current smoking (3.1%), ever smoking (45.1%), and multiple types of tobacco use (10.6%) were found to be lower than among high school students generally; mainstreamed students were likelier to have ever tried smoking than their deaf school peers (57.8% vs. 31.8%). No statistically significant associations were found between ever smoking and race/ethnicity, gender, school performance, or prelingual vs. postlingual deafening; a quarter of the sample experienced occasional peer pressure to use tobacco products. Tobacco use covariates, exposure to cigarette marketing and antismoking programming, and tobacco education needs of deaf and hard of hearing youth are discussed. 相似文献
70.
Aimee Hilado Leanne Kallemeyn Christine Leow Marta Lundy Marla Israel 《Early Childhood Education Journal》2011,39(5):343-353
This article discusses the findings from a mixed-method study examining the relationship between social resources and levels
of parent involvement in state-funded preschool programs in Illinois. Using survey data from the Illinois Birth to Five Evaluation
(n = 843) and interviews with ten preschool administrators who completed the survey, the study found the number of social resources
provided by a program was positively associated with levels of parent involvement. The correlation analysis (r = −0.22, p = .0001) and analysis of variance (ANOVA) F(2,708) = 23.19, p = .0001 findings both demonstrated positive relationships wherein high numbers of social resources were associated with higher
levels of parent involvement in programs. Administrator interviews confirmed survey findings and suggested additional influences
on parent involvement levels and use of social resources in programs. Implications for supporting child welfare and policy
recommendations for early childhood programs are provided. 相似文献