全文获取类型
收费全文 | 190篇 |
免费 | 3篇 |
专业分类
教育 | 164篇 |
科学研究 | 1篇 |
体育 | 10篇 |
文化理论 | 1篇 |
信息传播 | 17篇 |
出版年
2022年 | 4篇 |
2020年 | 5篇 |
2019年 | 4篇 |
2018年 | 5篇 |
2017年 | 6篇 |
2016年 | 2篇 |
2015年 | 2篇 |
2014年 | 4篇 |
2013年 | 44篇 |
2012年 | 6篇 |
2011年 | 11篇 |
2010年 | 5篇 |
2009年 | 1篇 |
2008年 | 4篇 |
2007年 | 7篇 |
2006年 | 5篇 |
2004年 | 5篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 13篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 7篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1969年 | 1篇 |
1963年 | 1篇 |
排序方式: 共有193条查询结果,搜索用时 15 毫秒
51.
Marian Radke-Yarrow Carolyn Zahn-Waxler Dorothy T. Richardson Amy Susman Pedro Martinez 《Child development》1994,65(5):1405-1414
Young children's sensitivity and responsiveness to mothers' needs were investigated under conditions of high and low parenting risk (depressed and nondepressed mothers, SADS-L). Child characteristics of gender, affect, and impulse control problems and the mother-child attachment relationship were examined as they related to children's caring actions. Children's caring behavior was observed in an experimental situation in which their mothers simulated sadness and in a naturalistic setting. Attachment alone and child's problems alone were not predictors, and maternal diagnosis alone was not a strong predictor. Girls were significantly more caring than boys. Severe maternal depression was necessary to bring out high levels of responding in boys. Highest frequencies of caring were from children with severely depressed mothers, problems of affect regulation, and secure attachment. The importance of recognizing interacting influences and diverse underlying processes in the development of children's caring behavior is discussed. 相似文献
52.
This paper suggests that robotics can provide a vehicle for guiding primary and secondary school children toward an effective understanding of programming and engineering principles. It observes that children find robotics stimulating and motivating, and that their interest in, and focus on, making the robot do what I want leads them via the back door to learn about programming and engineering in a way that is both well-grounded and generaliseable.These observations arise from empirical studies of children participating in robotics competitions: we conducted observations and interviews with all the participating teams at two robotics events (one regional, one international), and we followed one young robotics team in a case study. The children had almost all built their robots using LEGO MindStorms for specific competitions, with soccer, rescue and dance events. The children typically worked in teams, building robots as an extra-curricular activity supported by a teacher/mentor. The children came from a variety of educational and social backgrounds.The paper considers what makes robotics motivating to children, including children who are not considered technically oriented. It describes learning that has emerged from children's experiences in building and programming robots. It describes examples of children learning subjects that they previously considered difficult and inaccessible, in order to solve problems in robotics. It describes examples of children identifying and understanding principles, concepts, and elements of practice that are fundamental to programming and engineering. It describes further how secondary school students working in teams learned that this programming and engineering knowledge has a social context. 相似文献
53.
Brazziel Marian E. Brazziel William F. 《Journal of Science Education and Technology》2001,10(3):273-281
The research described here comprised a pilot study that attempted to identify the factors in decisions of highly capable students from underrepresented minority groups to forego study for science or engineering doctorates. Underrepresented students are defined as Blacks, Hispanics, and Indians. While these groups will soon comprise 30% or more of the population, they receive only 5% of the S & E (Science and Engineering) doctorates. The research was completed under NSF (National Science Foundation) grant no. REC 9908861. The research built on a previous NSF study (RED-9355867) that identified the most effective colleges and universities in the country in the preparation of Black, Hispanic, and Indian science and engineering students for study toward the PhD degree. One of the major concerns raised during the site visits to the top 10 institutions serving these groups was the loss of capable students to other careers. The study obtained information from minority graduates about factors impacting persistence to graduate studies in science and engineering and solicited suggestions for attracting more people like themselves to S & E doctoral study. Twelve underrepresented minority S & E graduates who decided to forego doctoral study in favor of other pursuits. Themes emerging from these conversations regarding reluctance to pursue advanced study included the following: concern for ability to finance such study; weaknesses in advisement practices and systems; lack of full knowledge, early on, about the rewards of doctoral employment; and concern about opportunities for employment after graduation. Suggestions proffered for attracting more underrepresented minorities to S & E doctoral study included the following: early socialization of youngsters into the world of science and its practice; expanded funding for scholarships and fellowships; expanded outreach by colleges and universities; expanded efforts by churches and community groups and deeper commitments by colleges and universities. 相似文献
54.
55.
56.
57.
Marian Sainsbury 《Literacy》2003,37(3):131-135
This article describes a small‐scale exploratory study in which young children were taught to think aloud as they read, revealing some of their thought processes as they made sense of the text. The children spontaneously made predictions, adjusted their understanding, entered imaginatively into the characters' feelings and related their reading to events in their own experience. They had difficulty, though, in appreciating a surprise ending. The think‐aloud method proved fruitful for research purposes and could offer valuable insights to teachers. 相似文献
58.
Charles H. M. Beck Thomas J. S. Huh Dave G. Mumby Marian E. Fundytus 《Learning & behavior》1989,17(1):49-62
Food-deprived rats develop polydipsia on an intermittent schedule (fixed time 60 sec) of food pellet delivery, but not on an identical schedule of food powder delivery. This result was demonstrated with separate groups receiving each type of food and was replicated using rats as their own controls. Powdered food not only prevented the development of polydipsia, but it abruptly terminated ongoing polydipsia in rats that were switched from the scheduled delivery of pellets to powder. Ethological analysis of the behavior showed that the rats receiving powder were not engaging excessively in some behavior other than drinking. After discounting several factors, we concluded that the amount of oral activity associated with feeding, which occurred immediately after food delivery, was reciprocally related to the level of drinking. 相似文献
59.
This study examined the relation of learning disabilities (LD) and gender with emotional intelligence in 128 college students. Fifty-four students with LD (32 men and 22 women) and 74 without LD (34 men and 40 women) attending two colleges and one university participated in the study. Emotional intelligence was assessed using the Emotional Quotient Inventory (EQ-i; BarOn,1997), a self-report instrument designed to measure interpersonal and intrapersonal skills, stress management, adaptability, and general mood. A 2-way multivariate analysis of variance (MANOVA) was performed to examine the main effects of LD and gender and the interaction of the two main effects on the five composites of the EQ-i. Students with LD had fewer credits and lower scholastic aptitude test (SAT) scores, high school grade point averages (GPAs), and college GPAs than students without LD; women students were older and had higher college GPAs than men students. Results of the MANOVA indicated significant main effects of both LD and gender; no significant interaction occurred. Post hoc univariate analyses of the five composites revealed significant differences between students with LD and students without LD on stress management and adaptability, significant differences between men and women students on interpersonal skills, and significant differences of the interaction of LD and gender on interpersonal skills. 相似文献
60.
Marian Meyers 《Critical Studies in Media Communication》2013,30(2):95-118
This study uses discourse analysis to examine the representation of violence against African American women in local TV news coverage of Freaknik, an annual “spring break” ritual that drew African American college students from throughout the country to Atlanta, Georgia in the 1990s. It draws on Black feminist theory in its examination of the ways that gender, race, and class intersected to shape the representation of the victims, the perpetrators, and the violence. The results indicate that the convergence of gender, race, and class oppressions minimized the seriousness of the violence, portrayed most of its victims as stereotypic Jezebels whose lewd behavior provoked assault, and absolved the perpetrators of responsibility. Coverage also reinforced race and class stereotypes by representing locals as underclass troublemakers prone to crime while students were linked to law‐abiding, middle class values and norms. In demonstrating the utility of addressing the intersectionality of gender, race, and class, this study argues that such an approach is necessary to the study of representation. 相似文献