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71.
Molly H. Goldstein Şenay Purzer Robin S. Adams Jie Chao Charles Xie 《European Journal of Engineering Education》2019,44(1-2):123-136
ABSTRACTAlthough reflection is a key behaviour of expert designers, it is often a challenging task for new designers. In addition, research on the reflectivity of student designers is limited. The purpose of this study is twofold: (1) to identify the levels of reflectivity while designing, and (2) to study the relationship between reflectivity and conceptions of informed design. We collected data from high school students engaged in an engineering design project. We developed a coding protocol to score levels of reflectivity in student reflections at three levels (low, medium, and high), and used the conceptions of design test to assess changes in student understanding of design activities. Using Wilcoxon signed-rank tests, we determined if students tended to select more ‘key’ design activities and fewer ‘distractors’ within each reflection group. We also performed McNemar’s tests to determine which specific design activities were important within each reflection group after the design project. The results show moderately reflective students had higher gains in understanding of informed design activities compared to those with high or low reflectivity. Results also indicate that different design activities became important for students within each of the three reflective groups. Implications from this research indicate that groups of students experience changing conceptions of design in different ways. An understanding of what students deem important while designing would better allow teachers to encourage behaviours that are like those of informed designers. 相似文献
72.
Molly Espey 《高等教育研究与发展》2018,37(1):15-29
This study examines students’ perceptions of the development of academic and critical thinking skills in college, with a specific focus on team-based learning (TBL), an active learning strategy designed to increase student interaction and engagement. Six hundred and fifty students in five different courses were surveyed at the beginning of the semester about the extent to which they felt the typical college course enhances various academic and critical thinking skills. These responses were compared to their responses after a semester of TBL regarding the extent to which the TBL environment enhanced these same skills. Students expressed significantly greater improvement in critical thinking skills in a TBL environment in comparison to typical courses for most of the skills assessed and greater improvement in all of these skills in comparison to lecture-based courses. These results held for every demographic subgroup examined, including males, females, freshman, sophomores, juniors and seniors, as well as all levels of academic achievement as measured by grade point average. 相似文献
73.
C. Cybele Raver Stephanie M. Jones Christine P. Li-Grining Molly Metzger Kina M. Champion Latriese Sardin 《Early childhood research quarterly》2008
A primary aim of the Chicago School Readiness Project was to improve teachers’ emotionally supportive classroom practices in Head Start-funded preschool settings. Using a clustered randomized controlled trial (RCT) design, the Chicago School Readiness Project randomly assigned a treatment versus control condition to 18 Head Start sites, which included 35 classrooms led by 94 teachers who served 602 children. Teachers in the treatment condition were invited to participate in behavior management training and their classrooms were visited weekly by mental health consultants who “coached” teachers as they implemented behavior management strategies. Estimation of hierarchical linear models revealed that the multi-component intervention provided statistically significant benefits: Head Start classrooms randomized to the treatment condition were found to have statistically significantly higher levels of positive classroom climate, teacher sensitivity, and behavior management than were classrooms in the control condition (with effect sizes ranging from d = 0.52 to 0.89). Discussion of these findings reflects on policy implications and future research. 相似文献
74.
Thomas W. Farmer Jill V. Hamm Molly Dawes Katherine Barko-Alva Jennifer Riedl Cross 《教育心理学家》2019,54(4):286-305
Classroom social integration with peers is vital to students’ school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help to leverage positive peer dynamics and that promote an engaged classroom climate for all students. Reflecting a person-in-context perspective, this review discusses the peer relations and social adjustment of students, particularly in classrooms with a diverse range of student characteristics and instructional needs, and proposes that teachers’ use of social dynamics management strategies can foster classroom communities that support the involvement and adjustment of all students. 相似文献
75.
76.
Molly Dahl Poremski 《College & Undergraduate Libraries》2017,24(2-4):140-154
ABSTRACTAs academic librarians strive to meet the needs of their users, it is important to understand the current and constantly changing landscape of digital humanities librarianship. The author of this article investigated areas in which current LIS professionals working in digital humanities came into their various roles, how they have been trained, how they feel about their opportunities for training, and where improvements can be made. The purpose of this study was to provide an overview of the digital humanities librarian skill set and to explore what training and infrastructure are needed in the field. Rather than looking to define digital humanities as a discipline, this study provides a current profile of digital humanities librarians, allowing for the profession to align with this evolving field's scholars and practitioners. 相似文献
77.
Sandra Mollenauer Rebecca Bryson Molly Robison Christine Phillips 《Learning & behavior》1992,20(1):25-32
Noise was evaluated as an aversive stimulus in the C57BL/6J mouse, using a simple escape/avoidance procedure in which mice could terminate noise by entering and remaining in a designatedsafe area (corner or side) of a square apparatus. Exposed to pulsed noise of 87.5–90 dB, mice spent 45%–50% of total corner time in the safe corner or approximately 80% of total time in the safe side. Acquisition was significantly faster with moderate intensities of pulsed noise (87.5–90 dB) than it was with high-intensity pulsed noise (100 dB). In comparisons of continuous as opposed to pulsed noise, acquisition was significantly faster with continuous (87.5-dB) noise than it was with pulsed noise, and continuous noise was shown in a choice procedure to be more aversive. Continuous noise caused significant, though not severe, suppression of activity, but pulsed noise caused virtually none. Thus, pulsed noise is a mildly aversive stimuhis for C57BL/6J mice and may have promise for the study of stress-induced behaviors in freely moving animals, but continuous noise is clearly more effective for rapid short-term conditioning. 相似文献
78.
Michael Behringer Thomas Schüren Molly McCourt Joachim Mester 《Journal of sports sciences》2016,34(7):630-636
We tested a simple and compact device designed for manual resistance training in conditions of microgravity (Self-Powered Rope Trainer Duo (SPoRT Duo)) to increase muscle performance. Twenty-four participants (20.8 ± 2.1 years) were randomly assigned to a manual resistance group (n = 12) and a free-weight group (n = 12). Participants performed eight exercises (three sets; 8–12 efforts) either with free weights or the SPoRT Duo twice a week for 6 weeks. Maximal isometric force of trunk flexion, back extension and chest press increased (P at least 0.01, d at least 0.52) both in the manual resistance group (18.4% ± 15.0%; 32.7% ± 22.7%; 15.3% ± 9.7%) and free-weight group (18.0% ± 13.9%; 26.6% ± 28.9%; 13.3% ± 7.6%). The change in maximal isometric force of wide grip row in both groups (d at best 0.38) did not reach statistical significance (P at best 0.08). The squat one-repetition-maximum increased in the manual resistance group (29.8% ± 22.1%) and the free-weight group (32.4% ± 26.6%). Jump height, determined by a jump-and-reach test, increased in the free-weight group (9.8% ± 13.2%) but not in the manual resistance group (2.0% ± 8.5%). Manual resistance training was equally effective in increasing strength as traditional resistance training with free weights. This apparatus is a useful addition to current in-flight exercise systems. 相似文献
79.
Research in Higher Education - Over 50,000 Ph.D. degrees in Science and Engineering (S&E) are awarded annually by United States (U.S.) universities, but few studies have systematically... 相似文献
80.
Reading and Writing - An experiment examined orthographic facilitation of vocabulary learning, that is, whether showing students spellings of novel words during learning helps them remember the... 相似文献