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51.
Conclusions The kinds of materials that we would include in a lending library on parenting will displace some of the mystery or uncertainty
about the raising of children. In doing so, the materials will help parents to raise their children better and make the experience
of parenting more joyful and rewarding. Providing useful knowledge through a lending library is one aspect of a comprehensive
and coordinated effort by educators to work with parents in behalf of children.
Charles D. Cary is an independent researcher. 相似文献
52.
OBJECTIVE: The present study examined mean level similarities and differences as well as correlations between mothers' and fathers' attributions regarding successes and failures in caregiving situations and progressive versus authoritarian attitudes. DESIGN: Interviews were conducted with both mothers and fathers in 108 Colombian families. RESULTS: Fathers reported higher uncontrollable success attributions and higher authoritarian attitudes than did mothers, whereas mothers reported higher modernity of attitudes than did fathers; only the gender differences related to parental attitudes remained significant after controlling for parents' age, education, and possible social desirability bias. Medium effect sizes were found for concordance between parents in the same family for attributions regarding uncontrollable success and progressive attitudes after controlling for parents' age, education, and possible social desirability bias. CONCLUSIONS: This work elucidates ways that parent gender relates to attributions regarding parents' success and failure in caregiving and to progressive versus authoritarian parenting attitudes in Colombia. 相似文献
53.
Lori Helman Anne Delbridge David Parker Martina Arnal Luz Jara Mödinger 《Assessment in Education: Principles, Policy & Practice》2016,23(3):327-352
The current study has a twofold purpose: first, to determine the reliability of a tool for assessing orthographic development in Spanish; second, to assess differences in students’ performance on the measure across multiple types of primary schools in a large city in Chile. A Spanish developmental spelling inventory that contained words of increasing orthographic difficulty was administered twice to students in first through fifth grades in three types of schools: public, private and partially subsidised. These school types in large part represent varying levels of student socio-economic status because of costs associated with attending them. Results demonstrate that (a) the Spanish spelling inventory is able to reliably measure the development of orthographic knowledge in Spanish, and (b) there is a relationship between school type and student achievement. The authors describe individual cases to highlight the qualitative nature of differential performance for students in greater- or lesser-resourced schools. 相似文献
54.
55.
Luz F. Pérez Coral González Jesús A. Beltrán 《Learning and individual differences》2010,20(6):669-676
In this study, Spanish mothers and fathers (N = 108) estimated their own general and multiple intelligences, as well as those of their children and of their own parents. The mothers' self-estimates of their verbal, logical–mathematical, spatial, and corporal intelligence were lower than the fathers'. The mothers made lower estimates of their daughters' spatial intelligence than of their sons'. Both parents made lower estimates of the verbal, logical–mathematical, and spatial intelligence of the grandmothers than of the grandfathers. Children and parents were both more intelligent than the grandparents. The results are in line with the research of many other studies that confirm the gender effect and the generational effect. 相似文献
56.
The goal of the study reported here is to gain a better understanding of the role of belief systems in the approach phase
to mathematical problem solving. Two students of high academic performance were selected based on a previous exploratory study
of 61 students 12–13 years old. In this study we identified different types of approaches to problems that determine the behavior
of students in the problem-solving process. The research found two aspects that explain the students’ approaches to problem
solving: (1) the presence of a dualistic belief system originating in the student’s school experience; and (2) motivation
linked to beliefs regarding the difficulty of the task. Our results indicate that there is a complex relationship between
students’ belief systems and approaches to problem solving, if we consider a wide variety of beliefs about the nature of mathematics
and problem solving and motivational beliefs, but that it is not possible to establish relationships of causality between
specific beliefs and problem-solving activity (or vice versa). 相似文献
57.
Ali Borjian Luz María Muñoz de Cote Sylvia van Dijk Patricia Houde 《Diaspora, Indigenous, and Minority Education》2016,10(1):42-54
Transnational migration increasingly impacts economically disadvantaged and culturally marginalized students. Over the last decade, an unprecedented number of Mexican nationals living in the United States have returned to Mexico. Their children may face cultural and linguistic barriers in their ancestral country. This group of students is particularly important to American educators since they may eventually return to the United States. This article reports on the results of a qualitative study of experiences of 12 U.S.-born children of Mexican nationals who are currently living in Mexico. Through a series of semistructured interviews and activities, we learned about the children’s varied experiences. Included are recommendations for greater collaboration between U.S. and Mexican educators. 相似文献
58.
59.
Oluwatoyosi B.A. Owoeye Carolyn A. Emery Kimberley Befus Luz Palacios-Derflingher Kati Pasanen 《Journal of sports sciences》2020,38(20):2329-2337
ABSTRACT Adherence is a key implementation outcome that determines the effectiveness of an intervention. This study, an observational design involving coaches and players from 33 high school basketball teams, evaluated the dimensions of adherence to a basketball-specific neuromuscular training (NMT) warm-up program in youth basketball. Coach adherence (daily report of team adherence) was collected prospectively. Adherence measures: cumulative utilization (proportion of total sessions possible), utilization fidelity (average # of exercises completed per NMT session), utilization frequency (average # of NMT sessions completed per week) were calculated and further evaluated for optimal adherence (≥80%, ≥10.4 exercises/session and ≥2 sessions/week, respectively) per coach. Additionally, exercise fidelity (proportion of players performing individual exercises correctly) was assessed. Coach (n = 31; 27–59 years) median cumulative utilization was 80%, utilization fidelity was 12 (of a possible 13 exercises per session) and utilization frequency was 2.3 sessions per week. Optimal adherence ranged from 52% to 71% across measures of adherence. Player exercise fidelity was 48%. Time constraint (47%) was the most frequently reported adherence barrier. While coach adherence to the NMT warm-up program was reasonably high across measures of adherence, a considerable proportion of coaches did not attain optimal adherence levels and player exercise fidelity was low. 相似文献
60.
Andrew J. Saltarelli Cary J. Roseth William A. Saltarelli 《Anatomical sciences education》2014,7(5):331-339
Multimedia and simulation programs are increasingly being used for anatomy instruction, yet it remains unclear how learning with these technologies compares with learning with actual human cadavers. Using a multilevel, quasi‐experimental‐control design, this study compared the effects of “Anatomy and Physiology Revealed” (APR) multimedia learning system with a traditional undergraduate human cadaver laboratory. APR is a model‐based multimedia simulation tool that uses high‐resolution pictures to construct a prosected cadaver. APR also provides animations showing the function of specific anatomical structures. Results showed that the human cadaver laboratory offered a significant advantage over the multimedia simulation program on cadaver‐based measures of identification and explanatory knowledge. These findings reinforce concerns that incorporating multimedia simulation into anatomy instruction requires careful alignment between learning tasks and performance measures. Findings also imply that additional pedagogical strategies are needed to support transfer from simulated to real‐world application of anatomical knowledge. Anat Sci Educ 7: 331–339. © 2014 American Association of Anatomists. 相似文献