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The purpose of the study was to compare the performance of severe and mild learning disabled children to normal children on a problem-solving task. The three types of children were assessed on the Matching Familiar Figures task, which provides a measure of impulsivity during problem-solving tasks. Results indicated that on the MFF, LD children, as a group, were more impulsive than normal children, and severe LD were more impulsive than mild LD children. Impulsivity scores were correlated with reading achievement, indicating a relationship between problem-solving strategy and academic performance. Educational implications are discussed regarding the usefulness of the reflection-impulsivity dimension in the area of learning disabilities and the applicability of the MFF as a diagnostic and evaluative measure. 相似文献
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Data Our Bodies Tell: Towards Critical Feminist Action in Fertility and Period Tracking Applications
ABSTRACTThis article situates reproductive applications as an emerging “do-it-yourself” health technology in need of feminist technical communication action. The authors focus on Glow, a fertility and period tracking application, and argue that though this application promises user’s self-empowerment over their reproductive health, individual agency is often reduced. The authors consider how technical communication scholars can intervene in fertility and period tracking applications through a redesign of how consent is obtained when collecting user’s personal health information. 相似文献
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PROBLEM: Various demographic and familial risk factors have been linked to runaway behavior. To date, there has not been a systematic investigation of the impact of size of community on runaway behavior. This study will compare runaways from smaller cities and rural areas to their urban counterparts. METHODS: A convenience sample of 602 adolescents was interviewed between 1995 and August of 1996 in Missouri, Iowa, Nebraska, and Kansas, USA. Multiple regression was used to examine the association between gender, neglect, sexual abuse, physical abuse, geographic and family structure change, and community size of first runaway to predict age at first runaway, deviant subsistence strategies, and street victimization. RESULTS: Findings indicate that adolescents exposed to neglect (beta=-.20) and sexual abuse (beta=-.16) ran away sooner and were more likely to be victimized on the street. Rural adolescents who experienced higher levels of physical abuse relied more heavily on deviant subsistence strategies (beta=.15) and remained in abusive homes longer (beta=.15) than their similarly situated urban counterparts. CONCLUSIONS: Rural youth who have been subjected to elevated levels of familial abuse are at greater risk of deviant subsistence strategies, which increase the likelihood of street victimization. 相似文献
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Les Higgins 《高等教育研究与发展》1989,8(2):117-127
A credible assumption is that the success of any curriculum intended for adult students is a function of the match between the curriculum and the needs and aspirations of participating students. This assumption provided a basis for investigating the educational priorities of students undertaking nurse education programs in selected N.S.W. colleges of advanced education. The investigation involved a longitudinal study together with several comparative studies. The findings of the studies present a picture of groups of students who are ambivalent towards many of the objectives and priorities of their vocational programs. The origins of that ambivalence appear to reside both in a restricted view of the nurse's role and in anxieties and doubts which students have about their clinical experience and competence. The ambivalence experienced by the students appeared to be working to divert their attention, if not to alienate them altogether, from aspects of their programs and indeed from the vision of nursing which college curricula are intended to foster. Possible responses to the challenges presented by the findings of the studies are canvassed. 相似文献
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Les R. V. Burwood 《Educational studies》1992,18(3):311-321
This paper reviews some of the evidence which demonstrates under‐achievement in working‐class children together with important analyses and interpretations, and contemporary practical attempts to redress the problem. It is argued that practical innovations have not greatly influenced or improved the relationship between class and achievement. An attempt is made to discover to what extent the introduction of a National Curriculum as part of the Education Reform Act can be seen as a potential solution to the problem of working‐class under‐achievement. It is argued that the means of redressing working‐class under‐achievement in the National Curriculum must lie ultimately with individual teachers and their ability to present the National Curriculum in relevant forms to all children. In any mass education process there will be those for whom the given curriculum is removed from everyday experience. This does not invalidate the idea of “worthwhile’ knowledge but it means that we must be constantly questioning how we can transmit the curriculum while, as far as is possible, reducing the gap between everyday experience and classroom experience. 相似文献
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Les Tickle 《Cambridge Journal of Education》2001,31(2):159-178
Contrasting images of teachers' lives and work, from compliance with bureaucratic controls, disaffection and lack of critical reflection, on the one hand, to innovation, commitment and reflexive critique, on the other, set the context for this article. Gramsci's classification of teachers as 'professional intellectuals' who transmit stable, even stagnant, knowledge, as distinct from other 'organic intellectuals' who evolve knowledge and engage critically with personal and social issues, is set within that context. Both distinctions were taken as an incitement to political action in the work which is then reported, where principles derived from Maslow's concept of the Taoistic teacher were instituted in an in-service course explicitly framed to encourage self-originating and self-determining approaches to intellectual growth. Extracts from projects by six teachers are used as evidence of the range, methods, depth and quality of personal engagements in educational experiences. 相似文献
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