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111.
112.
Nora Neuenhaus Cordula Artelt Klaus Lingel Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2011,26(2):163-178
The purpose of the present study was to investigate the structure of metacognitive knowledge in fifth grade pupils and its
relation to school achievement. Since the structure of metacognitive knowledge is controversially discussed with little empirical
evidence for either its domain specificity or its domain transferability, the debate remains somewhat hypothetical up to date.
In theory it is assumed that the development of metacognitive knowledge begins highly domain and situation-specific and becomes
more flexible and domain-transcending with practice and experience (Borkowski et al. 2000). As standardized measures to assess metacognitive knowledge of students in the age group under investigation were missing,
newly developed instruments were applied to assess the domain-specific metacognitive knowledge in reading and mathematics
as well as domain-transcending metacognitive knowledge. The influences of domain-specific and general metacognitive knowledge
on school achievement in the two domains were analyzed. While findings on the structure of metacognitive knowledge indicate
some degree of domain specificity, they also point out a strong relation between general metacognitive knowledge and domain-specific
metacognitive knowledge. The cross-sectional relation between metacognitive knowledge and academic achievement were relatively
low. Implications for future research will be discussed. 相似文献
113.
Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language 总被引:1,自引:0,他引:1
Carollee Howes Alison Wishard GuerraAllison Fuligni Eleanor ZuckerLinda Lee Nora B. ObregonAsha Spivak 《Early childhood research quarterly》2011,26(4):399
The purpose of this study was to test a model for predicting preschool-age children's behaviors with peers from dimensions of the classroom and teacher-child relationship quality when the children were from diverse race, ethnic, and home language backgrounds. Eight hundred children, (M = age 63 months, SD = 8.1 months), part of the National Evaluation of Early Head Start, participated in this study just prior to entering kindergarten. We observed children with peers in their classrooms and rated classroom peer group size, affective climate for peer interaction, teacher management of the classroom, and materials for dramatic play. Teachers reported on teacher-child relationship quality. Children from Spanish-speaking homes played similarly in classrooms where Spanish was and was not spoken. After control variables and receptive vocabulary scores were entered into the model, classroom dimensions and teacher-child relationship quality significantly predicted pretend play, anxious-withdrawn, aggressive, and victim of peer aggression behaviors with peers. Children engaged in more pretend play and received lower ratings of being the victim of peer aggression when classroom groups were smaller. When teachers perceived teacher-child relationships as lower in conflict and higher in closeness, children's anxious-withdrawn, aggressive, and victim of aggression ratings were lower. Children's ratings of being the victim of peer aggression were higher when ratings of classroom positive peer climate were lower. Child-teacher ethnic or racial match did not moderate these predictions. 相似文献
114.
Richard L. Gilbert Nora A. Murphy Alice B. Krueger Ann R. Ludwig Torri Y. Efron 《International Journal of Disability, Development & Education》2013,60(3):208-224
One hundred and ninety-six individuals with real-world disabilities were administered a battery of psychological adjustment measures soon after joining the three-dimensional virtual world of Second Life®. After three months, 61 participants who continued to be actively involved in Second Life were re-administered the adjustment measures and completed a survey about their virtual and real-life experiences during the interval between assessments. Participants’ scores significantly improved on measures of affective states (depression, anxiety, positive emotion, life satisfaction, and feelings of loneliness) and self-evaluation (self-esteem). An index of overall change was associated with the number of virtual friends and group affiliations in Second Life, as well as feelings about the self as a result of involvement in the virtual world. The current study provides initial empirical support that three-dimensional virtual worlds can serve as a psychologically beneficial context for individuals with real-life disabilities. 相似文献
115.
Nora S. Newcombe 《Mind, Brain, and Education》2013,7(2):147-150
There is an increasing emphasis on evidence‐based education, and the sciences of learning are progressing rapidly. But are reports, guidelines, and outreach enough to disseminate this knowledge and affect educational practice? In fact, policy makers and the public often resist evidence‐based recommendations about education. This article suggests that some of the problems lie in well‐known difficulties in everyday reasoning and decision making, especially in situations that involve probability and uncertainty. We should communicate and educate so as to address these difficulties. 相似文献
116.
The purpose of this study was to determine whether timing of puberty is related to spatial ability in adult women, and whether, if so, the relation could be attributed to timing-related differences in hemispheric specialization and/or timing-related differences in personality and spatial activity. 53 female undergraduates were given 2 tests of spatial ability, tests of both right-hemispheric and left-hemispheric specialization using tachistoscopic procedures, several tests assessing masculinity and femininity, and a questionnaire on spatial activity. They were also asked to recall their age at menarche. Later age at menarche was associated with greater right-hemispheric advantage on the dot location task but not with higher spatial ability. Spatial ability in this sample was in fact correlated with greater left-hemispheric advantage on the dot location task, as well as with more balanced hemispheric specialization on the syllable task. It is suggested that variability in findings regarding cognitive correlates of timing of puberty may be related to variability in strategies for approaching tasks. The implications of these data for efforts to explain sex-related differences in spatial ability are discussed. 相似文献
117.
Using 1970 and 1980 census data from 202 tracts in the Chicago metropolitan region, we examine whether neighborhoods influence the likelihood of high school graduation for a cohort of African-American children followed from 1966 to 1993. Neighborhood-level variables included percent living below poverty and percent in white-collar occupations. We test for the possible direct, indirect, and interactive effects of these neighborhood indicators on the likelihood of school dropout. Our examination found the advantage of living in a neighborhood characterized by a high percentage of residents who work in white-collar occupations. Male adolescents who lived in a middle-class neighborhood were more likely to graduate from high school, even with family background, early school performance, adolescent family supervision, and adolescent marijuana use controlled. These findings are consistent with findings from three other studies. However, living in a poverty census tract did not seem to influence the likelihood of high school graduation or school leaving over and above the impact of family and individual characteristics. There also were no neighborhood effects for females. 相似文献
118.
Hannah Rose Mendoza Claudia Bernasconi Nora M. MacDonald 《The International Journal of Art & Design Education》2007,26(3):308-313
An international education opportunity has been created for design students at West Virginia University. This experience is unique because it takes an interdisciplinary approach to design that exposes students to the idea of a larger design methodology common to design professions. Students take core courses with students from a variety of design fields, including interior design, fashion design, fashion merchandising, landscape architecture, art, and graphic design. Through this interaction, students gain an understanding of the interrelationships among design fields, learn to appreciate new perspectives, and begin to appreciate the place of their field as part of the design community as a whole. 相似文献
119.
Students with disabilities continue to be denied literacy rich experiences with their non-disabled peers. Throughout this article the authors explore how narrow, ability-focused teacher dispositions can perpetuate low expectations and can preemptively deny students with disabilities access to meaningful literacy experiences. Hence, the development of an inclusive literacy disposition is crucial to providing access to robust learning experiences for students with disabilities. The authors describe a research study that utilizes journal writing and a role-play intervention with pre-service general educators in a graduate literacy methods course. Analysis of post-intervention data suggests it is possible to shift narrow, ability-orientated dispositions to broader and more inclusive conceptualizations that support students with disabilities. Implications for both research and practice are discussed. 相似文献
120.
Spatial representation and thinking have evolutionary importance for any mobile organism. In addition, they help reasoning in domains that are not obviously spatial, for example, through the use of graphs and diagrams. This article reviews the literature suggesting that mental spatial transformation abilities, while present in some precursory form in infants, toddlers, and preschool children, also undergo considerable development and show important individual differences, which are malleable. These findings provide the basis for thinking about how to promote spatial thinking in preschools, at home, and in children's play. Integrating spatial content into formal and informal instruction could not only improve spatial functioning in general but also reduce differences related to gender and socioeconomic status that may impede full participation in a technological society. 相似文献