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81.
82.
Franziska Schulze-Stocker Doris Holzberger Olga Kunina-Habenicht Ewald Terhart Mareike Kunter 《Zeitschrift für Erziehungswissenschaft》2016,19(3):599-623
Due to a comparatively weak curricular structure in education faculties, student teachers may determine their study experiences and learning processes largely by themselves, by selecting their own priorities within educational foundation studies. This paper focused on the relationship between individually-chosen educational specializations, self-perceived competence in these chosen fields, and the measured educational knowledge. The study among teacher education graduates in the German state North Rhine-Westphalia showed that the individually chosen priorities within educational courses varied greatly; however, a focus on topics like classroom teaching, learning and development, and creating school environments was discernable. Results revealed that graduates with certain courses of specializations showed a significant higher level of knowledge in self-report in according areas. However, there were only small significant correlations between the self-reported competencies and the educational knowledge measured by the test. The results of the standardized test of educational knowledge indicated that the graduates in fact achieved better test results in their prioritized fields of studies. This suggests that individual course selection in educational foundations does have an effect on subsequent educational knowledge. 相似文献
83.
Benjamin H. Detenber Melissa R. Gotlieb Douglas M. McLeod Olga Malinkina 《Mass Communication and Society》2013,16(4):439-460
This study investigated the effects of the intensity of the protest paradigm frame in news stories about social protests. In contrast to previous research, this experiment examined framing effects in the context of a highly visible and familiar issue. The intensity of the application of the protest paradigm frame and its attendant signifying elements and framing devices were manipulated in television news stories about pro-choice and pro-life protests. Specifically, the high-intensity protest paradigm frame conditions were more critical of the protesters. We tested six hypotheses regarding whether this greater frame intensity would lead viewers to be more negative toward the protesters. Results showed significant main effects of frame intensity for some dependent measures but not others. The findings offer more evidence of framing effects but also suggest limitations on their influence. 相似文献
84.
Olga L’vovna Lavrik Tatyana Busygina Valentina Rykova 《Slavic & East European Information Resources》2013,14(1-2):13-21
The article presents the evolution of the bibliographic resources created by Gosudarstvennaia publichnaia nauchno-tekhnicheskaia biblioteka Sibirskogo otdeleniia Rossiiskoi akademii nauk (GPNTB SO RAN) [State Public Scientific-Technological Library of the Siberian Branch of the Russian Academy of Sciences] to provide information support to researchers of SO RAN. The components of these resources are described briefly: bibliographic databases, databases of abstracts, full-text thematic databases, and problem-specific databases. Also discussed are ways to improve these library information products. 相似文献
85.
Virginia E. Vitiello Olga Moas Heather A. Henderson Daryl B. Greenfield Pelin M. Munis 《Early education and development》2013,24(3):302-322
Research Findings: The purpose of this study was to examine whether child temperament differentially predicted academic school readiness depending on the quality of classroom interactions for 179 Head Start preschoolers. Teachers rated children's temperament as overcontrolled, resilient, or undercontrolled in the fall and reported on children's language/literacy and math skills continuously throughout the year. Observations of classroom emotional and instructional support were conducted in the spring. Results from multilevel models indicated that overcontrolled children (compared to resilient children) made greater math gains in classrooms with higher instructional support, whereas a trend-level effect suggested that undercontrolled children (compared to resilient children) made lower math gains in classrooms with lower emotional support. Results also showed that resilient children's gains in language/literacy were more positively associated with high emotional support than were the scores of overcontrolled children. Practice or Policy: This study adds to prior findings suggesting that overcontrolled and undercontrolled children need special attention in the preschool classroom. Teachers and administrators may want to carefully consider the effect that classroom interactions and instructional techniques have on individual children and attempt to tailor instruction to meet the individual needs of children within classrooms. 相似文献
86.
Angela D. Benson Scott D. Johnson John Duncan Olga N. Shinkareva Gail D. Taylor Tod Treat 《Community College Journal of Research & Practice》2013,37(9):665-687
This article presents the results of a national study of distance learning in postsecondary career and technical education (CTE). The main purpose of this study was to identify the current status and future trends associated with distance learning in postsecondary CTE. The results show that community colleges are (a) actively involved in the delivery of CTE via distance learning for the purpose of meeting the needs of their diverse student body, (b) more likely to provide credit courses via distance than noncredit courses, and (c) offering few CTE programs fully at a distance. 相似文献
87.
AbstractThe present research was conducted to explore the relationship between bullying and parenting styles in an incidental sample of 626 high school students (49.7% girls). The information was collected by means of a self-report questionnaire that contained two instruments: European Bullying Intervention Project Questionnaire and Scale for the assessment of the parenting styles of mothers and fathers of adolescents. The results show statistically significant differences in the perception of parenting styles between the students involved and not involved in bullying and between the different kinds of involvement. Different dimensions of parenting styles are also categorized as being risk or protective factors of bullying involvement. In agreement with the previous research, we have specifically found that perception of parenting styles (especially behavioural control and affection and communication) is significantly related to bullying involvement, especially regarding the role of aggressor. 相似文献
88.
Ana Carolina Reyes Raquel Chaves Adam D G Baxter-Jones Olga Vasconcelos Lisa M Barnett Go Tani 《Journal of sports sciences》2013,31(19):2243-2252
ABSTRACTThis study modelled children’s gross motor coordination, investigated sex-differences and identified the effects of fixed and dynamic correlates on motor coordination development. A total of 344 Portuguese children (170 girls), from 6 age cohorts (5 to 9 years of age), were followed consecutively for three years (age range 5 to 11 years) using a mixed-longitudinal cohort design. Birth weight, hand dominance and socioeconomic status (SES) were identified. Gross motor coordination, body mass index, physical fitness (PF) and physical activity (PA) were assessed annually. A sequence of multilevel hierarchical linear models were developed. Model 1 found that age, age2, sex, sex-by-age and sex-by-age2 were significant predictors (p < 0.05) of gross motor coordination. Boys outperformed girls from 6 years of age onwards. Model 2 found a cohort effect (p < 0.05). Model 3 found that right handers were more coordinated (p < 0.05). When the confounders of body mass index, PF and PA were added to the model (Model 4) it was found that boys and girls had parallel trajectories in their gross motor coordination development. In conclusion children with increasing body mass index were less coordinated, while those who were stronger and more agile had steeper trajectories of gross motor coordination with age. 相似文献
89.
Olga Georgoula Anastasios Stamnas Petros Patias Charalampos Georgiadis Vassiliki Fragkoulidou 《Journal of Cultural Heritage》2013,14(5):396-402
The study refers to the visual representation of the coastal front of the historical center of Thessaloniki in northern Greece and its changes that have occurred through the years. Most of the old town was destroyed by fire on August 18, 1917. A few years later, the French architect and archeologist Ernest Hébrard proposed the reconstruction of the city centre, but his plans were never fully implemented. Since then, a series of interventions changed the form of the old town and consequently the coastal cityscape. The research was initially based on the photogrammetric processing of archive aerial images (1938) of Thessaloniki's city centre. Besides the vertical images, high oblique aerial images dated back to 1932, proved to be a significant source of information. A rich archive of old photographic material, sketches, drawings and gravures of the coastal forehead of the city was also used. Ortho-images of the coastal front, derived from laser scanning (2010), and a 3D model of the historical city center, derived from the stereo photogrammetric process of aerial images (1990), contributed decisively at the multi temporal study of the city front. The main outcomes of the present documentation study are the 3D representation (at scale of 1:200, accuracy 5 cm) of temporal changes of a part of the coastal front of the historical center of Thessaloniki and the 2D representation (at scale 1:100, accuracy 1–2 cm) of these changes with respect to variations on skyline, lacunas, interventions in old buildings, etc. 相似文献
90.
Olga Dysthe 《Assessment & Evaluation in Higher Education》2004,29(2):239-258
Two teacher institutions in Norway involved in a new ICT‐supported portfolio project provide data for our study. In this paper we present a model of analysis for portfolio processes based on sociocultural perspectives of learning and assessment and describe and discuss differences and similarities of the portfolio models in these institutions in relation to our model of analysis. We also highlight areas for improvement; among them the importance of building reflection, self‐assessment and feedback into portfolio assignments and processes in such a way that it becomes part of what is documented. This will strengthen the formative assessment aspect of portfolios. The summative assessment practices are strongly influenced by exam traditions in both institutions. Digital portfolios provide new learning opportunities that are not yet fully utilized. By way of conclusion we explore some critical aspects of portfolios in teacher education in light of Wenger's social theory of learning, focusing on the concepts participation, reification and identity formation. 相似文献