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61.
Grossen Michèle Muller Mirza Nathalie 《European Journal of Psychology of Education - EJPE》2020,35(2):243-264
European Journal of Psychology of Education - In Switzerland, as elsewhere, issues dealing with cultural diversity raise major challenges in education. At present, little is known about how... 相似文献
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Nathalie J. Veenendaal Margriet A. Groen Ludo Verhoeven 《Journal of Research in Reading》2015,38(3):213-225
Text reading fluency – the ability to read quickly, accurately and with a natural intonation – has been proposed as a predictor of reading comprehension. In the current study, we examined the role of oral text reading fluency, defined as text reading rate and text reading prosody, as a contributor to reading comprehension outcomes in addition to decoding efficiency and language comprehension. One hundred and six Dutch primary school children from fourth grade participated in this study and were assessed on decoding efficiency, vocabulary, syntactic ability, reading fluency performance and reading comprehension skills. Regression analysis showed that text reading prosody, not text reading rate, explained additional variance in reading comprehension performance when decoding efficiency and language comprehension were controlled for. This result suggests that the inclusion of text reading prosody as an aspect of text reading fluency is justified and that a natural intonation is associated with better comprehension of what is read. 相似文献
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This study investigated metamemory knowledge related to a professional task and the relationships between metamemory knowledge and memory performance in a simulated professional task, which was a beverage-service job with memory constraints changes. Metamemory knowledge was assessed by interviewing student waiters about hypothetical recall tasks concerning lists of beverages. They then carried out a simulated beverage-service task, including a first paired-associate recall (beverage-customer), then a global recall (order to the bartender), followed by a second paired-associate recall (beverage-customer). Memory constraints were manipulated with table size and perceptive cues. Results revealed that in metamemory knowledge, task-strategy, and strategy were the only variables that were related. Metamemory knowledge produced an effect on all memory performance, whatever the constraints were. The implications of these findings for professional training are discussed in terms of strategy instruction for enhancing professional performance when memory demands change in the work environment. 相似文献
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Reading and Writing - L1 and L2 writers attend to different aspects of the formulation subprocess of writing. L2 writers devote more time and attention to low-level aspects such as grammar... 相似文献
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This study charts reports of nasty or threatening text and email messages received by students in academic years 7 and 8 (11–13 years of age) attending 13 secondary schools in the North of England between 2002 and 2006. Annual surveys were undertaken on behalf of the local education authority to monitor bullying. Results indicated that, over five years, the number of pupils receiving one or more nasty or threatening text messages or emails increased significantly, particularly among girls. However, receipt of frequent nasty or threatening text and email messages remained relatively stable. For boys, being a victim of direct‐physical bullying was associated with receiving nasty or threatening text and email messages; for girls it was being unpopular among peers. Boys received more hate‐related messages and girls were primarily the victims of name‐calling. Findings are discussed with respect to theoretical and policy developments, and recommendations for future research are offered. 相似文献
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From the late 1920s, all radio broadcasting in the United Kingdom was undertaken by a public sector broadcaster—the British Broadcasting Corporation (BBC). Television was also the exclusive preserve of the BBC until the mid-1950s, when advertiser-supported commercial stations came into existence. This form of competition for audiences, but not for finance, between two broadcasting sectors—called by some a 'comfortable duopoly'—persisted until the late 1980s when the government permitted competitive entry by cable and satellite operators, introduced competition for advertising revenue between terrestrial stations, and placed commercial television broadcasting on a more competitive footing by introducing tendering for franchises. As these changes have occurred, the BBC has maintained its traditional system of regulation and has continued to operate under a Royal Charter. Although the expiry of the current Charter at the end of 1996 has provoked a debate about the role of the BBC, the government has stated its intention to renew the Charter for another 10 years. It seems likely that, until the year 2002 at least, the current system of regulating and financing public Service broadcasting in the United Kingdom will remain intact. However, the proliferation of channels represents a threat to the BBC's audience base. There may also be difficulties in combining within the same organization a public service mission and highly commercial activities, undertaken in a very competitive world market. 相似文献
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Sien Vercruysse Dirk De Clercq Lennert Goossens Nathalie Aelterman Leen Haerens 《Physical Education & Sport Pedagogy》2017,22(2):171-186
Background: Injury prevention is highly needed in physically active populations, such as pre-service and in-service physical education teachers (PETs). As a lack of adherence to preventive strategies is problematic in injury, it seems crucial to develop and optimize interventions that correspond to the specific needs and wishes of PETs.Aim: The purpose of the present study was fourfold. Specifically, we aimed at (1) systematically optimizing an injury prevention intervention for PETs, based on teachers’ qualitative evaluation of the intervention, (2) quantitatively investigating whether the appreciation of the injury prevention intervention was higher after optimization, (3) examining whether participation in the intervention resulted in positive changes in teachers’ perceived utility of, and confidence to apply the proposed preventive strategies, as well as their knowledge about these strategies, and (4) describing teachers’ adherence to the proposed preventive strategies while they were engaging in the intervention.Participants: Twenty PETs (13 men, Mage = 42.1 ± 12.17 years) from nine different secondary schools in Flanders (Belgium) voluntarily participated in this study. The intervention, based on findings from the continuing professional development (CPD) literature, and the principles of the self-determination theory, took place on two different training days (Training A and Training B) and consisted of seven intrinsic injury prevention strategies.Data collection and analysis: Qualitative data on teachers’ appreciation of the intervention were collected by means of focus group interviews, which were used to optimize the intervention (Aim 1). Quantitative data on teachers’ appreciation were collected directly after they had engaged in the intervention and were used to compare the appreciation from the initial to more optimized versions of the trainings (Aim 2). Further, by means of repeated measures ANOVAs positive evolutions in teachers’ belief in the utility of, confidence to apply and knowledge about the provided strategies across time were examined (Aim 3). Finally, teachers’ adherence was evaluated by relying on weekly online registrations of minutes and types of preventive strategies teachers had practised during the past week (Aim 4).Findings: Despite the relatively high initial appreciation scores (4.2 out of 5), the optimized versions of the trainings scored better on interaction, intelligibility, innovation, practical usefulness, and recommendation (Aims 1 and 2). Significant differences were found over time in terms of within-teacher changes in perceived utility of (4.05–4.73–4.48; p?.001), confidence to apply (3.75–3.96–4.26; p?.001) and knowledge about preventive strategies (2.49–3.53–3.39; p?.001; Aim 3). Finally, prospective registrations of teachers’ adherence to the proposed strategies showed a mean time of 62.1?±?48.6 min/week with a balanced distribution of the different strategies (Aim 4).Conclusions: The present study developed an intervention that optimally fulfils the wishes and needs of the target population, namely PETs, and can readily be implemented in PET education programmes or CPD programmes for in-service PETs. Results of this pilot study are promising because teachers displayed increases in several relevant outcomes. Various suggestions are formulated on how to increase PETs’ appreciation of CPD programmes. 相似文献