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101.
Lisa Davia Rubenstein Del Siegle Sally M. REIS D. Betsy Mccoach Meredith Greene Burton 《Psychology in the schools》2012,49(7):678-694
The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement‐Orientation Model. The first study matched the intervention to the student and found that the students' grades increased over the intervention period, t(45) = 2.56, p = .014, d = .38. Students using treatments linked to goal valuation and environmental perceptions showed the greatest academic grade growth; the self‐efficacy and self‐regulation groups showed little or no grade improvement. Building on the finding that goal valuation was important, the second study used a mixed‐methods design to pilot an intervention focused on goal valuation and student autonomy. The results of this study were mixed, as the intervention appeared to help two of the three students. Although these studies offer further insight into possibilities for promoting academic achievement among gifted students, further research examining how to best support and foster academic achievement in underachieving gifted students is needed. © 2012 Wiley Periodicals, Inc. 相似文献
102.
This study investigates how the enactment of a climate change curriculum supports students’ development of critical science
agency, which includes students developing deep understandings of science concepts and the ability to take action at the individual
and community levels. We examined the impact of a four to six week urban ecology curriculum on students from three different
urban high schools in the USA. Data collection included pre and posttest written assessments from all students (n = 75) and pre and post interviews from focal students (n = 22) to examine how students’ conceptual understandings, beliefs and environmental actions changed. Our analyses showed
that at the beginning of the curriculum, the majority of students believed that climate change was occurring; yet, they had
limited conceptual understandings about climate change and were engaged in limited environmental actions. By the end of the
curriculum, students had a significant increase in their understanding of climate change and the majority of students reported
they were now engaged in actions to limit their personal impact on climate change. These findings suggest that believing a
scientific theory (e.g. climate change) is not sufficient for critical science agency; rather, conceptual understandings and
understandings of personal actions impact students’ choices. We recommend that future climate change curriculum focus on supporting
students’ development of critical science agency by addressing common student misconceptions and by focusing on how students’
actions can have significant impacts on the environment. 相似文献
103.
“External” Organizations and the Politics of Urban Educational Leadership: The Case of New Small Autonomous Schools Initiatives 总被引:2,自引:2,他引:0
Meredith I. Honig 《Peabody Journal of Education》2013,88(3):394-413
Members of organizations traditionally outside public school systems have begun to take on central, and in some cases internal, leadership roles and responsibilities in the implementation of ambitious educational improvement initiatives. How are these arrangements playing out in practice? This article explores that question with a 3-year qualitative investigation of the participation of two such organizations—a school reform support organization and a consortium of foundations—in the implementation of new small autonomous schools initiatives in Oakland (California) and Chicago. Using Malen's politics of implementation framework, this article reveals how external organizations influenced the implementation of district initiatives with significant consequences for both the reform strategy and their own ability to sustain their involvement in implementation over time. The article concludes with implications for the research and practice of educational leadership. 相似文献
104.
Using the 6S Pyramid to Identify Research‐Based Instructional Practices for Students with Learning Disabilities
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Tanya Santangelo Leslie C. Novosel Bryan G. Cook Meredith Gapsis 《Learning disabilities research & practice》2015,30(2):91-101
To optimize students’ learning outcomes, educators are increasingly expected to use instructional practices shown to be effective by credible research. To help make this possible, organizations and scholars are producing resources that summarize research related to various instructional practices. However, as the collection of resources grows in size and complexity, it can be difficult and frustrating for practitioners to locate and utilize this information. In this article, we describe the 6S Pyramid (DiCenso, Bayley, & Haynes, 2009), a framework for efficiently and accurately prioritizing different types of research evidence. We also identify and briefly summarize Internet resources corresponding with each level of the Pyramid that can be used to identify research‐based practices for students with learning disabilities. To illustrate how the 6S Pyramid can be used in school and classroom settings, we begin and end the article with vignettes featuring a pair of co‐teachers seeking to improve instruction for their students who struggle with reading. 相似文献
105.
Primrose Letcher Christopher J. Greenwood Helena McAnally Jay Belsky Jacqui A. Macdonald Elizabeth A. Spry Kimberly C. Thomson Meredith O'Connor Judith Sligo George Youssef Jennifer E. McIntosh Ella Iosua Delyse Hutchinson Joyce Cleary Ann V. Sanson George C. Patton Robert J. Hancox Craig A. Olsson 《Child development》2023,94(1):60-73
This study examined whether positive development (PD) in adolescence and young adulthood predicts offspring behavior in two Australasian intergenerational cohorts. The Australian Temperament Project Generation 3 Study assessed PD at age 19–28 (years 2002–2010) and behavior in 1165 infants (12–18 months; 608 girls) of 694 Australian-born parents (age 29–35; 2012–2019; 399 mothers). The Dunedin Multidisciplinary Health and Development Parenting Study assessed PD at age 15–18 (years 1987–1991) and behavior in 695 preschoolers (3–5 years; 349 girls) and their New Zealand born parents (age 21–46; 1994–2018; 363 mothers; 89% European ethnicity). In both cohorts, PD before parenthood predicted more positive offspring behavior (βrange = .11–.16) and fewer behavior problems (βrange = −.09 to −.11). Promoting strengths may secure a healthy start to life. 相似文献
106.
Meredith L. Hawthorn‐Embree Emily P. Taylor Christopher H. Skinner John Parkhurst Meagan L. Nalls 《Psychology in the schools》2014,51(3):316-327
After students acquire a skill, mastery often requires them to choose to engage in assigned academic activities (e.g., independent seatwork, and homework). Although students may be more likely to choose to work on partially completed assignments than on new assignments, the partial assignment completion (PAC) effect may not be very powerful. The current studies were designed to replicate previous research and determine whether the amount of sunk effort was related to PAC effect strength. Together, these studies (1) provide the only current replication of PAC effect; (2) support previous research, which suggests that the PAC effect is not very powerful; and (3) extend the theoretical research on PAC effects by showing that sunk effort did not influence PAC effect strength. Discussion focuses on implications for educators and directions for future theoretical research designed to identify the causal mechanism responsible for the PAC effect. 相似文献
107.
Meredith Brown 《期刊图书馆员》2013,64(1):27-30
The research community is continually trying to find the quickest method for evaluating the quality of a scholarly article. Today’s technological advancements and growing communication outlets complicate the meaning of a quality article. Altmetrics attempts to take the place of impact factor and citation counting by predicting the outcome of an article based on the previous behavior of statistics. Perhaps, the best way to evaluate the quality of an article is to look at all of the Altmetrics methods and their relationship to each other. Context explains every Altmetric and is more significant than an article’s popularity. Librarians should guide patrons and researchers alike through these statistics’ advantages and disadvantages. 相似文献
108.
Dixie Lee Charbonneau-Lyons Pearl M. Mosher-Ashley Meredith Stanford-Pollock 《Educational gerontology》2013,39(10):823-833
This study compared opinions of successful aging among college students and older independent-living adults. Participants were 226 undergraduate students, 44 graduate students, and 59 independent-living older adults subjects. The participants were asked to rate the level of importance of 29 items in relation to their contribution to successful aging. The 29 items were divided into seven categories. Social and familial relationships, intrinsic values, financial concerns, accomplishments, and cognitive functioning were viewed as contributing the most to successful aging. Independence was reported to be somewhat important, while physical appearance was reported as being least important. There were few differences between how young and old viewed successful aging. Only the categories of financial concerns and physical appearance showed age-related differences, with older adults attributing a higher level of importance to financial concerns and physical appearance than did the younger participants. 相似文献
109.
Meredith Phillips Adina Farrukh Cynthia Lim Katherine Hayes Nicole Wagner 《Journal of Education for Students Placed at Risk》2015,20(1-2):141-168
The Los Angeles Unified School District (LAUSD) serves a large majority of socioeconomically disadvantaged students who are struggling academically and are underprepared for high school graduation and college. This article describes the partnership between LAUSD and the Los Angeles Education Research Institute, and how this collaboration endeavors to produce accessible and high-quality research to inform pressing problems of practice. The article also presents findings from an ongoing partnership research project analyzing a district policy focused on improving college readiness by aligning high school graduation and college-eligibility requirements. In a cohort that went through high school before the policy became mandatory for all students, less than 1/5 of all students (and 30% of graduates) met the college eligibility criteria. Our findings indicate that academic and behavioral indicators from 8th and 9th grade can help identify for possible intervention students who are not on track to meet these new graduation requirements. 相似文献
110.