全文获取类型
收费全文 | 246篇 |
免费 | 6篇 |
专业分类
教育 | 192篇 |
科学研究 | 3篇 |
各国文化 | 3篇 |
体育 | 24篇 |
文化理论 | 6篇 |
信息传播 | 24篇 |
出版年
2021年 | 2篇 |
2020年 | 8篇 |
2019年 | 6篇 |
2018年 | 2篇 |
2017年 | 10篇 |
2016年 | 6篇 |
2015年 | 4篇 |
2014年 | 6篇 |
2013年 | 60篇 |
2012年 | 7篇 |
2011年 | 5篇 |
2010年 | 5篇 |
2009年 | 6篇 |
2008年 | 7篇 |
2007年 | 3篇 |
2006年 | 6篇 |
2005年 | 5篇 |
2004年 | 3篇 |
2003年 | 6篇 |
2002年 | 5篇 |
2001年 | 6篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1995年 | 5篇 |
1994年 | 4篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1989年 | 7篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1959年 | 1篇 |
1937年 | 1篇 |
排序方式: 共有252条查询结果,搜索用时 15 毫秒
11.
12.
13.
Lisa M. PytlikZillig Christy A. Horn Roger Bruning Stephanie Bell Xiongyi Liu Kamau O. Siwatu Mary C. Bodvarsson Doyoung Kim Deborah Carlson 《Contemporary educational psychology》2011,36(4):302-312
Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed. 相似文献
14.
A prospective,randomized crossover study comparing direct inspection by light microscopy versus projected images for teaching of hematopathology to medical students
下载免费PDF全文
![点击此处可从《Anatomical sciences education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Aaron M. Carlson Ellen D. McPhail Vilmarie Rodriguez Georgene Schroeder Alexandra P. Wolanskyj 《Anatomical sciences education》2014,7(2):130-134
Instruction in hematopathology at Mayo Medical School has evolved from instructor‐guided direct inspection under the light microscope (laboratory method), to photomicrographs of glass slides with classroom projection (projection method). These methods have not been compared directly to date. Forty‐one second‐year medical students participated in this pilot study, a prospective, randomized, crossover study measuring educational performance during a hematology pathophysiology course. The students were randomized to one of two groups. All students received the same didactic lectures in the classroom and subsequent case‐based review of peripheral blood smears using either laboratory or projection methods, on day one with a crossover to the other method on day two. Pre‐ and post‐test examinations centered on morphology recognition measured educational performance on each day, followed by a questionnaire identifying the student's favored method. There was no significant difference in the pre‐test and post‐test scores between the two teaching methods (rank‐sum P = 0.43). Students overwhelmingly preferred the projection method and perceived it as superior (76%), although post‐test scores were not significantly different. Student's recommended method was split with 50% favoring the projection method, 43% favoring a combined approach, and 23% noting logistical challenges to the laboratory. In this study, the laboratory and projection method were equivalent in terms of educational performance for hematopathology among medicals students. A classroom‐based approach such as the projection method is favored, given the large class sizes in undergraduate medical education, as well as the ergonomic challenges and additional resources required for large group instruction in a laboratory setting. Anat Sci Educ 7: 130–134. © 2013 American Association of Anatomists. 相似文献
15.
16.
This study examined the utility of Ajzen's (1985) theory of planned behaviour and Maddux's (1993) revised theory of planned behaviour to predict endurance training intentions and adherence of elite junior netball athletes. One hundred and fifteen athletes from the England Netball World Class Start Programme were assessed on constructs central to the predictions of the two theories. Adherence to a recommended endurance training programme was recorded in self-report diaries across a 9-week period. Validity for the diaries was supported by significant correlations (P < 0.001) with recalls across 7 days and 9 weeks. Adherence was moderate and variable between athletes (mean = 66.05, s = 25.75%). Two separate path analyses were conducted to examine the predictions of the theories. Goodness-of-fit indices suggested acceptable fit of the data to the models. Analyses showed that attitude towards the new behaviour, subjective norms and perceived behavioural control predicted training intentions. The relationship between intention and adherence was weak. The present results suggest that the constructs of the theory of planned behaviour offer some insight into the explanation of intentions to follow an endurance training programme. Constructs unique to the revised theory of planned behaviour did not significantly predict training intentions or behaviour. Implications for practitioners working with team sport performers are provided. 相似文献
17.
18.
Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties 总被引:1,自引:0,他引:1
Vaughn S Linan-Thompson S Mathes PG Cirino PT Carlson CD Pollard-Durodola SD Cardenas-Hagan E Francis DJ 《Journal of learning disabilities》2006,39(1):56-73
The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75). 相似文献
19.
Les Bell 《School Leadership & Management》2013,33(4):449-460
This paper considers the derivation of the concept of strategy and its deployment as a management technique to enable organisations to prepare for the future. It then examines the related growth of school development planning and explores the extent to which this can be considered to be strategic. It is then argued that whether or not school development planning is strategic, the use of strategy in organisations is no longer either possible, if it ever was, or appropriate. The paper concludes by proposing an alternative basis for planning derived from a combination of marginal incrementalism and feminist literature on problem solving. 相似文献
20.