全文获取类型
收费全文 | 264篇 |
免费 | 13篇 |
专业分类
教育 | 196篇 |
科学研究 | 8篇 |
各国文化 | 3篇 |
体育 | 28篇 |
文化理论 | 2篇 |
信息传播 | 40篇 |
出版年
2023年 | 4篇 |
2022年 | 7篇 |
2021年 | 7篇 |
2020年 | 17篇 |
2019年 | 17篇 |
2018年 | 23篇 |
2017年 | 24篇 |
2016年 | 19篇 |
2015年 | 8篇 |
2014年 | 21篇 |
2013年 | 56篇 |
2012年 | 9篇 |
2011年 | 17篇 |
2010年 | 6篇 |
2009年 | 4篇 |
2008年 | 9篇 |
2007年 | 6篇 |
2006年 | 6篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 1篇 |
2001年 | 2篇 |
1999年 | 2篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1991年 | 1篇 |
1974年 | 1篇 |
1971年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有277条查询结果,搜索用时 15 毫秒
91.
Lindy K. Parker Catherine Y. Chang Kimere K. Corthell Maggie E. Walsh Greg Brack Natalie K. Grubbs 《Counselor Education & Supervision》2014,53(2):111-125
All counselors, including students, are responsible for intervening when a colleague shows signs of impairment. This grounded theory study investigated experiences of 12 counseling students who reported problematic peers. An emergent theory of the peer reporting process is presented, along with implications for counselor educators and suggestions for future research. 相似文献
92.
Natalie N. Pareja Roblin Bart J.B. Ormel Susan E. McKenney Joke M. Voogt Jules M. Pieters 《欧洲师范教育杂志》2014,37(2):183-203
This study characterises the links between research and practice across 12 projects concerned with the collaborative design of lesson plans by teacher communities (TCs). Analyses focused on sources of knowledge used to inform lesson design, participants’ roles and knowledge generated by the teacher community. Three patterns emerged pertaining to the sources of knowledge informing lesson plans: design guided by formal and practical knowledge, by classroom-data and practical knowledge or by a combination of all three. Findings further suggest that the emphasis given to the use of formal knowledge over classroom-data or vice versa restrains the full accomplishment of research and practice links. Across the projects studied, university researchers contributed to linking research and practice by directly or indirectly supporting community activities. Surprisingly, the role of teachers in the generation and dissemination of formal knowledge was limited. Further research should explore the effects of collaboration within TCs on researchers and policy-makers. 相似文献
93.
This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across the group revealed that the proportion of reading errors relative to the number of words read from preintervention to postintervention were significantly reduced. Significant improvement was also seen in shared book reading fluency following intervention. Individual case study data is also presented. Postintervention, reading errors per minute were reduced for two participants (P4 and P5). Reading dysfluencies per minute decreased for two participants (P1 and P5) while all participants improved in shared book reading fluency. Preliminary results suggest that children with DS can generalise skills taught in the MultiLit Reading Tutor Program to shared book reading, although variability regarding changes in literacy abilities postintervention was observed. 相似文献
94.
This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K–12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K–12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles. Findings showed that the studies selected for analyses primarily concentrated on the following themes: effects on student achievement, changes to the classroom environment, classroom uses, effects on learner motivation and engagement, and challenges to classroom integration. In this article, we define each of these themes, describe the implications of the use of technologies on a 1:1 basis in classrooms, and offer suggestions for future research. 相似文献
95.
Julian Roelle Natalie Rahimkhani-Sagvand Kirsten Berthold 《European Journal of Psychology of Education - EJPE》2017,32(3):367-384
Adjunct questions are a common means to foster learning from instructional explanations. As the benefit of adjunct questions is mitigated if learner performance on them is low, it is also common to provide feedback as an add-on if learners fail to correctly respond to them. However, if adjunct questions are highly demanding, feedback might not only beneficially affect learning because it helps learners revise their comprehension difficulties; at the same time, it could also detrimentally affect learning by causing learners to invest less time in responding to subsequent adjunct questions, which lowers learner performance on these questions. This, in turn, could reduce learning outcomes. To address these potential detrimental effects of feedback, we experimentally varied whether N?=?59 students received immediate feedback after they responded to highly demanding adjunct questions. We found that the feedback did indeed have detrimental effects: At least for the learners who perceived the task of responding to the adjunct questions as highly demanding, the feedback decreased both the time the learners invested in responding to the adjunct questions and their performance on them. This detrimental effect on the performance on the adjunct questions, in turn, entailed a detrimental effect on learning outcomes. We conclude that immediate feedback is not necessarily a beneficial add-on to adjunct questions in all situations. 相似文献
96.
Mitchell Salim Natalie J. Leonard L. William Heinrich 《Counselor Education & Supervision》1971,10(4):337-342
A coordinated process for selection of school counselors is presented. Responsibility for counselor selection is shared by central office and school building administrators. District personnel developed a selection instrument which is used to assess strengths and limitations of counselor candidates. Counselor profiles are then evaluated by the selection committee in light of district needs. 相似文献
97.
Natalie Gerhart Daniel Peak Victor R. Prybutok 《Decision Sciences Journal of Innovative Education》2017,15(2):191-218
This research builds a new model by drawing upon e‐textbook adoption models developed in two recent publications, which share similarities but have different findings. Although they both achieve positive results, these two prior e‐textbook studies employ different methods and background theories. This research bridges these earlier models and develops a third, parsimonious, blended model for e‐textbook adoption. Using a survey of undergraduate students, the authors first assess each model independently. Broadening the diversity of the sample population yields results that are similar, yet slightly different from those found in the prior two studies. Next, this study develops a single blended, parsimonious model that explains a higher proportion of the variance than the prior studies with just three constructs: perceived usefulness, hedonic motivation, and habit. In addition to developing and testing a new parsimonious model, this research provides theoretical and practical guidance for e‐textbook usage. 相似文献
98.
Natalie Pareja Roblin Jo Tondeur Joke Voogt Bram Bruggeman Griet Mathieu Johan van Braak 《Technology, Pedagogy and Education》2018,27(2):165-181
The unique characteristics of tablet PCs promise important benefits for education. Yet, little is known about the rationale underlying teachers’ decisions concerning their educational uses within the constraints of daily classroom practice. The current multiple case study investigated the practical considerations informing nine secondary school teachers’ decision-making processes regarding the use of tablet PCs. Stimulated recall interviews revealed 10 criteria underpinning teachers’ instructional decisions. Four criteria influenced the degree of congruence with teachers’ previous practices: familiarity, alignment with course content, opportunities to achieve (new) instructional goals efficiently, and compatibility with established pedagogical beliefs. Costs and benefits of tablet PCs were determined in terms of educational added value, lesson preparation requirements and potential disruptions to the learning environment. Finally, access to a solid technology infrastructure, supportive school policies and knowledge of how to effectively integrate tablet PCs with course content were identified as important pre-conditions for sustainable implementation. Overall, the results suggest that practical concerns constitute a critical element in teachers’ decision making, influencing not only teachers’ intention to adopt tablet PCs, but also the ways in which they use this technology to support instruction. 相似文献
99.
Since 1994, 14 reliable national studies have provided longitudinal data revealing and analyzing trends in the public access computing, Internet access, and technology assistance and training that public libraries make available to the communities they serve. This article provides an overview of selected data from the 2012 study; examines major issues that have emerged from the data in the most recent studies; identifies key trends and changes in Internet-enabled services and resources provided by public libraries to their communities over the course of the 18 years of conducting the national surveys; and discusses selected future issues and challenges regarding public library Internet-enabled services. 相似文献
100.
Andrew C. Billings Natalie A. Brown Kenon A. Brown Guoqing Mark A. Leeman Simon Ličen 《Mass Communication and Society》2013,16(6):910-932
To measure relationships between Olympic media viewing and nation-based attitudes, 6 nations (Australia, Bulgaria, China, the Netherlands, Slovenia, and the United States) were surveyed in the 5 days immediately after the 2012 London Olympics. A total of 1,025 respondents answered questions pertaining to four measures of nationalism: patriotism, nationalism, internationalism, and smugness. The amount of Olympic viewing resulted in significantly higher scores for patriotism, nationalism, and smugness, but not internationalism. In addition, differences by nation are reported, revealing considerable differences in nationalism measures among the 6 nations studied; for instance, the United States was the lowest of the 6 nations regarding internationalism yet highest of the 6 nations regarding smugness. Conclusions related to theory and the role of Olympic media content are offered. 相似文献