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41.
Margot Peterson Biersdorf 《Roeper Review》2013,35(4):19-21
The American education system must make great strides to keep up with technological advances and to understand the implications of these new technologies. 相似文献
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44.
Sally V. Hunter Margot J. Schofield 《International journal for the advancement of counseling》2006,28(2):121-138
This qualitative study examined the experiences of counsellors and their perceptions of resources that helped them cope with traumatized clients and difficult client sessions. The research was conducted using in-depth interviews with a purposive sample of eight counsellors working in five counselling agencies. The study identified how counsellors develop their own personal and professional strategies for coping with challenge, and the supportive structures and coping strategies provided by agencies. From these counsellors’ stories of learning to cope with traumatized clients and traumatic material, we highlight some recommendations that may facilitate the development of effective coping strategies for the prevention or amelioration of vicarious traumatization. 相似文献
45.
Annals of Dyslexia - 相似文献
46.
There is considerable interest in the potential non‐musical cognitive and academic benefits of music listening and instruction to children. This report describes three lines of research relevant to this issue, namely, the effects of: (1) focused music listening on subsequent task performance (the Mozart effect); (2) music instruction; and (3) background music listening. Research suggests that while Mozart effect studies have attracted considerable media attention, the effect cannot be reliably demonstrated in children. In contrast, music instruction confers consistent benefits for spatiotemporal reasoning skills; however, improvements in associated academic domains, such as arithmetic, have not been reliably shown. Finally, background music may calm and focus children with special education needs, thereby enhancing learning. Additional research is required to determine whether this effect is evident in normal populations. Overall, evidence for the non‐musical benefits of music listening and instruction is limited. The inherent value of music and music education should not be overlooked by narrowly focusing on cognitive and academic outcomes. 相似文献
47.
The commingling of teacher researcher identities: a mediated approach to teaching action research 总被引:1,自引:1,他引:0
This article chronicles and discusses a two-semester graduate level action research course in which the co-authors were instructors. Evidence of prospective teachers' appropriation of a ‘teacher researcher’ identity prompted a closer look at the dynamics of the course experience. Using a theoretical foundation based on the work of Vygotsky, Wertsch, Kozulin and Bakhtin, the notions of experiential learning, shared pedagogical mediation, collaborative problem posing and problem solving, and a resultant commingling of teacher and researcher identities are explored 相似文献
48.
Margot Peppers 《英语沙龙》2013,(5)
晚婚女人更赚钱?
最新的一项职场报告或许对单身女性带来一些安慰.美国弗吉尼亚大学发布了一篇研究报告称,受过大学教育的女性如果在三十多岁时结婚,收入平均比那些在二十多岁时就结婚的女性高出56%.与此相反,无论受教育程度如何,二十多岁就结婚的男性比那些到三十岁后才结婚的男性收入更高.美国国家婚姻项目的这一题为《尚未结婚:美国晚婚的益处和损失》,探查了晚婚的后果. 相似文献
49.
It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities
(LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated.
PO and PA are cognitive functions that have been examined in previous research for their roles in nonverbal LD and phonological
dyslexia, respectively. Nonverbal tests of PO and non-reading tests of PA were administered to a sample of adults with postsecondary
education. Approximately two thirds of the sample had previously been diagnosed as having LD. In a multiple regression analysis,
tests of PO and PA were used to predict scores for tests of reading comprehension and mechanics. Despite the nonverbal nature
of the perceptual organizational test stimuli, PO strongly predicted reading comprehension. Tests of PA predicted decoding
and reading speed. Results were interpreted as supporting the hypothesis that integrative processes usually characterized
as nonverbal were nonetheless used by readers with and without disabilities to understand text. The study’s findings have
implications for understanding the reading of adults with learning disabilities, and the nature of reading comprehension in
general. 相似文献
50.
A questionnaire used in student evaluations of interdisciplinary courses during six semesters contained two Likert items stated in a direct negative mode which were embedded in a questionnaire (14–18 items) in which the remaining items were phrased in a direct positive mode. In the seventh semester and thereafter, the two negative items were restated as direct positive stems. Item‐analysis demonstrated that in the direct negative mode, the two items had low item‐to‐total correlations and that the internal consistency reliability of the sum score could be improved by eliminating the two negatively phrased items. Also, the two negatively worded items defined a separate factor. After they were reworded into a direct positive mode, these two items showed markedly improved item‐to‐total correlations. Moreover, the unique factor disappeared, which suggests that it was a methodological artefact probably attributable to respondent carelessness. Including a few negative items in an otherwise positively stated questionnaire leads to ambiguity of results rather than controlling for response sets. We therefore recommend against the practice. 相似文献