全文获取类型
收费全文 | 147篇 |
免费 | 1篇 |
专业分类
教育 | 107篇 |
科学研究 | 8篇 |
各国文化 | 5篇 |
体育 | 17篇 |
综合类 | 2篇 |
文化理论 | 1篇 |
信息传播 | 8篇 |
出版年
2023年 | 1篇 |
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 6篇 |
2018年 | 7篇 |
2017年 | 8篇 |
2016年 | 4篇 |
2015年 | 4篇 |
2014年 | 4篇 |
2013年 | 30篇 |
2012年 | 2篇 |
2011年 | 7篇 |
2010年 | 4篇 |
2009年 | 7篇 |
2008年 | 8篇 |
2007年 | 4篇 |
2006年 | 7篇 |
2005年 | 2篇 |
2004年 | 4篇 |
2003年 | 2篇 |
2002年 | 2篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1981年 | 2篇 |
1979年 | 1篇 |
1973年 | 1篇 |
1972年 | 2篇 |
1971年 | 1篇 |
1967年 | 1篇 |
1925年 | 1篇 |
排序方式: 共有148条查询结果,搜索用时 15 毫秒
41.
42.
43.
44.
In recent years, nuclear security has gained prominence on the international security agenda. Driven by post 9/11 anxieties and the politicization of fears regarding nuclear terrorism, concerns in this area have spawned a wealth of initiatives, which seek to counter this threat. Principal among these have been efforts to promote nuclear security education and infuse teaching and learning in this sphere with a more holistic understanding of the subject, its relevance and its implications. Against this background, this article sets out the findings of empirical research into the impact of nuclear security ‘train-the-trainer’ professional development courses on the practice of an emerging cadre of nuclear security educators. In particular, the paper explores the value of this model as a means of establishing sustainable communities of practice in the context of nuclear security education. 相似文献
45.
This paper reports an experimental evaluation of a children's safety training programme,Kidscape, which aims to increase primary school children's ability to deal with four types of potentially unsafe situation: being bullied, being approached by a stranger, being subject to inappropriate intimacy from a known adult and to pressure from such adults to keep such intimacy secret. Assessments of children's safety awareness were carried out in three schools which used the programme, and in three matched control schools which did not, with children at two age levels, 6 years and 10 years. These assessments of children's awareness were made on three occasions: before, immediately after and 2‐3 months after the training programme for the experimental sample (60 children) and on corresponding occasions for the control sample (60 children). The results revealed a significant improvement in the safety awareness of the experimental (trained) group after training and also a significant difference between the groups, in favour of the trained group. However, an improved performance of the control (untrained) group suggests that factors other than the Kidscape programme itself may influence these differences. Age differences in children's wariness of the four safety situations are also discussed. 相似文献
46.
Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs. 相似文献
47.
Saskia Kohnen Lyndsey Nickels Ruth Brunsdon Max Coltheart 《Journal of Research in Reading》2008,31(1):157-177
This paper presents a treatment study with a developmental dysgraphic girl, KM, and addresses the mechanisms by which orthographic learning of spelling rules might occur. Before treatment, KM's spelling of words and nonwords was impaired. Analyses of spelling errors indicated poor knowledge of sound‐to‐letter correspondences. Treatment focused on two spelling rules and was successful: spelling improved for both regular words and nonwords. Untrained words that included the training rules also improved, but later than nonwords and trained words. This delayed generalisation was explained through feedback mechanisms between orthographic lexicon and graphemic buffer. 相似文献
48.
Alton J. De Long Deborah W. Tegano James D. Moran III Janis Brickey Diana Morrow Thomas L. Houser 《Early education and development》1994,5(3):237-246
This study examines the effects of a scale-reduced play environment on temporal aspects of play behavior. Specifically, it examines the amount of time required to enter complex forms of play, the length of play segments, and the percentage of total play time spent in complex play under normal environmental conditions (full-size, control) and under scale-reduced environmental conditions (experimental). Eleven subjects (mean age of 4 years 2 months) were observed during unstructured play activity with playdough in a small-n, A-B-A-B design. Subjects served as their own controls and were self-motivated relative to the activity. The play structure (scale-reduced environment) consisted of a screened wooden frame 7' (L) x 5' (W) x 5' (H) over a vinyl floor. Results indicate subjects enter complex forms of play more quickly, engage in play segments of longer duration and tend to spend a slightly greater percentage of their overall play time in complex play under experimental conditions, as hypothesized. This study suggests attention span and information processing may be affected by the scale of the play environment. : -. 相似文献
49.
Steve Graham Karen R. Harris Linda Mason Barbara Fink-Chorzempa Susan Moran Bruce Saddler 《Reading and writing》2008,21(1-2):49-69
A random sample of primary grade teachers from across the United States was surveyed about their instructional practices in
handwriting. Nine out of every ten teachers indicated that they taught handwriting, averaging 70 minutes of instruction per
week. Only 12% of teachers, however, indicated that the education courses taken in college adequately prepared them to teach
handwriting. Despite this lack of formal preparation, the majority of teachers used a variety of recommended instructional
practices for teaching handwriting. The application of such practices, though, was applied unevenly, raising concerns about
the quality of handwriting instruction for all children.
Preparation of this paper was supported by the Center to Accelerate Student Learning, funded by the U.S. Department of Education’s
Office of Special Education Programs Grant H324V980001. 相似文献
50.
Cristy Moran 《The Reference Librarian》2019,60(3):149-168
Broward College, an early adopter of Guided Pathways, has made efforts to incorporate information literacy throughout the curriculum by embedding librarians in pathways and through General Education learning outcomes. However, although college administrators and faculty acknowledge that the integration of information literacy instruction throughout the curriculum is crucial to student success, librarians have struggled to become true teaching partners. A survey was administered to discipline faculty to determine attitudes, perceptions, and a self-assessment of information literacy. This study includes a nuanced analysis of discipline faculty responses and reveals conflicting attitudes and behaviors related to information literacy instruction. 相似文献