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101.
This paper explores the views of a group of students who took an oral performance assessment in a first-year mathematics module. Such assessments are unusual for most subjects in the UK, but particularly within the generally homogenous assessment diet of undergraduate mathematics. The evidence presented here resonates with some, but not all, of the existing literature on oral assessment and suggests that, despite concerns about anxiety and fairness, students see oral assessments as encouraging a focus on understanding, being relatively authentic and reactive to their needs. We argue that, suitably implemented, oral assessment may be a viable assessment method for straddling the ‘assessment for’ and ‘assessment of’ learning divide in higher education. 相似文献
102.
This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilities: biographical-narrative methodology. The general aim is to analyse – by listening to the students themselves – barriers and support identified as affecting access, academic performance and overall perception of the HE experience. The present paper analyses lecturer-centred data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies. 相似文献
103.
Substance use, substance abuse, and LD among adolescents with a childhood history of ADHD 总被引:5,自引:0,他引:5
A clinic-referred sample of 109 children with attention-deficit/hyperactivity disorder (ADHD) was followed into adolescence for the ascertainment of alcohol and other drug use and abuse. Learning disability (reading or math) in childhood was examined as a predictor of adolescent substance use and substance use disorder for alcohol and marijuana. No statistically significant group differences for children with LD versus those without LD emerged even after using different methods to compute LD. IQ/achievement discrepancy scores were similarly not predictive of later use or abuse. However, children with ADHD who had higher IQs and higher levels of academic achievement in childhood were more likely to try cigarettes, to smoke daily, and to have their first drink of alcohol or first cigarette at an early age. Children with ADHD who had higher reading achievement scores were less likely to have later alcohol use disorder. Although these findings are necessarily preliminary, due to the small number of children interviewed, the pattern of results suggests that level of cognitive functioning--rather than discrepancy between IQ and achievement--is important for the prediction of later substance use and abuse, at least in this clinic-referred sample of children with ADHD. Further, different mechanisms of risk related to cognitive functioning may be operating for experimentation with legal drugs such as alcohol and tobacco, regular cigarette smoking, and problematic alcohol use. 相似文献
104.
Amanda L. Giordano Elizabeth A. Prosek Robin K. Henson Sarah Silveus Lisa Beijan Ana Reyes Citlali Molina Sarah M. Agarwal 《Journal of College Counseling》2021,24(1):4-17
Given the potential negative effects of vicarious racism, we sought to examine the impact of vicarious racism via the media on college students of color. Using a sample of 217 college students of color, we analyzed positive and negative affect and craving for alcohol and marijuana before and after exposure to media stimuli. Split‐plot analysis of variance results revealed a statistically significant interaction effect between time and group for negative affect, but not cravings for substances. 相似文献
105.
Shaw David E. Becker Henry J. Bransford John D. Davidson Jan Hawkins Jan Malcom Shirley Molina Mario Ride Sally K. Sharp Phillip Tinker Robert F. Vest Charles Young John Allen Richard Bakia Marianne Bryson Rebecca Chen C. Samantha Costello Caroline M. Deckel Garrett M. Dial Marjorie R. Kealey Edith M. Lehoczky Sandor 《Journal of Science Education and Technology》1998,7(2):115-126
The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report. 相似文献
106.
Rosa Maria Bottino Paola Forcheri & Maria Teresa Molfino 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(2):163-172
Technology transfer should be a central objective of research into educational information technology, as it is generally acknowledged that the quality of this process is a critical factor in effectively bringing about innovation. The central focus of this paper is on this problem. In particular, we discuss the peculiarity of information technology transfer in schools as opposed to the transfer of technology in companies; we indicate some central problems of this transfer and discuss a typology of approaches to the transfer of educational information technology from research to school. 相似文献
107.
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109.
German Posada Ting Lu Jill Trumbell Garene Kaloustian Marcel Trudel Sandra J. Plata Paola P. Peña Jennifer Perez Susana Tereno Romain Dugravier Gabrielle Coppola Alessandro Constantini Rosalinda Cassibba Kiyomi Kondo‐Ikemura Magaly Nóblega Ines M. Haya Claudia Pedraglio Manuela Verissimo Antonio J. Santos Ligia Monteiro Keng‐Ling Lay 《Child development》2013,84(6):1896-1905
110.
This paper aims at supporting the claim that some forms of hyper-simplification, by making physics seem easy, are at risk of dangerously distorting the content as well as the process of learning physics. The paper presents examples of dangerous simplifications in the teaching of quantum physics. Then, examples of productive forms of complexity are discussed, both as criteria for designing teaching proposals, and for realizing appropriate learning environments, namely properly complex territories. Empirical results, from a teaching/learning experiment on quantum physics at upper secondary school (grade 13), are reported. These results show examples of students’ reactions to travelling through a complex territory, and allow us to argue that unavoidable difficulty in learning quantum physics can be transformed into cultural challenges within reach of secondary school students. 相似文献