全文获取类型
收费全文 | 240篇 |
免费 | 2篇 |
专业分类
教育 | 199篇 |
科学研究 | 8篇 |
各国文化 | 5篇 |
体育 | 6篇 |
综合类 | 1篇 |
文化理论 | 1篇 |
信息传播 | 22篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 4篇 |
2019年 | 4篇 |
2018年 | 5篇 |
2017年 | 9篇 |
2016年 | 12篇 |
2015年 | 8篇 |
2014年 | 13篇 |
2013年 | 40篇 |
2012年 | 12篇 |
2011年 | 14篇 |
2010年 | 10篇 |
2009年 | 8篇 |
2008年 | 8篇 |
2007年 | 7篇 |
2006年 | 3篇 |
2005年 | 11篇 |
2004年 | 7篇 |
2003年 | 2篇 |
2002年 | 2篇 |
2001年 | 6篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1976年 | 2篇 |
1965年 | 1篇 |
排序方式: 共有242条查询结果,搜索用时 966 毫秒
21.
ABSTRACT This study investigated the effects of locus of control and other predictors on personal-emotional and social adjustment to community college in English-language-learner students. Results indicated that locus of control was significantly associated with both social adjustment and personal-emotional adjustment. Students with more external locus of control showed better adjustment to college. Stress and being first in the family to attend college significantly predicted personal-emotional adjustment, while having precollege friends attending the same college was significantly related to social adjustment. Implications for research and service programs are discussed. 相似文献
22.
Peggy A. Ertmer Donald A. Stepich Cindy S. York Ann Stickman Xuemei Wu Stacey Zurek Yuksel Goktas 《Performance Improvement Quarterly》2008,21(1):17-42
This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill‐structured instructional design problem. Seven experienced designers used a think‐aloud procedure to articulate their problem‐solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed. 相似文献
23.
24.
Sung Hee Park Peggy A. Ertmer 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):631-643
This study focused on the barriers that middle school teachers faced when implementing technology-enhanced problem-based learning (PBL) in their classrooms. Using a human performance-based model, we interviewed teachers, administrators, university faculty and technical support staff to determine the perceived importance of multiple barriers to the implementation of technology-enhanced PBL. Twenty-one teachers, two school administrators and a project manager, two faculty members, and two technical support staff participated in the study. Interview data were supported by surveys, classroom observations and researchers' reflective journals. Results suggested that lack of a clear, shared vision was the primary barrier. Additional barriers included lack of knowledge and skills, unclear expectations and insufficient feedback. Recommendations to support teachers' efforts to integrate technology-enhanced problem-based learning are presented. 相似文献
25.
The purposes of this study were to compare the instructional methods and strategies identified as useful in online teaching
environments with those used in a face-to-face teaching environment, to investigate relationships between the perceived usefulness
of instructional strategies and methods used by higher education faculty in both teaching environments, and to identify instructional
methods transferred from an online to a face-to-face teaching environment. The following instructional methods were found
to have a significant relationship with the instructional environment: student collaborative projects, student-to-student
electronic discussions, lecture (direct instruction), questioning and feedback to students, and e-mail communication with
the instructor.
Both authors are at Drake University. Peggy Steinbronn. Ed.D., Drake University, is the Instructional Technology Manager.
Special interests include technology integration, faculty professional development, and online instruction. Eunice Merideth,
Ph.D., Iowa State University, is the Associate Dean of the Drake School of Education. Her special interests include technology
integration, social justice, and distance learning. Contact the authors at peggy.steinbronn@drake.edu and eunice.merideth@drake.edu 相似文献
26.
Peggy Doerschuk Cristian Bahrim Jennifer Daniel Joseph Kruger Judith Mann Cristopher Martin 《Journal of Science Education and Technology》2016,25(4):682-695
There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors. Females and minorities remain underrepresented in STEM. The success rate of college students who are from low-income background or first-generation students is much lower than that of students who do not face such challenges. Some of those who successfully complete their degree need help in making the transition to the workforce after graduation. A program at Lamar University takes a multidisciplinary approach to addressing these problems. It is designed to recruit, retain and transition undergraduates to careers in STEM, focusing its efforts on five science disciplines and on these “at-risk” students. The program was supported by a 5-year grant from the National Science Foundation and is supported through August 31, 2016 by Lamar University and a grant from ExxonMobil. A formal assessment plan documents the program’s success. The program received an award from the Texas Higher Education Board for its contributions towards Closing the Gaps in Higher Education in Texas. This paper describes the program’s theoretical framework, research questions, methods, evaluation plan, and instruments. It presents an analysis of the results achieved using these methods and implications for improvements to the program resulting from lessons learned. 相似文献
27.
28.
Planning and organizing the young child's curriculum and classroom environment is an essential component in the early childhood education program. Every fall in the USA millions of children begin and continue to participate in formal school settings. These children are all unique and differ in cognitive and social maturity.Jeffrey I. Gelfer is Program Manager of children's services of Easter Seal Society in Sarasota, Florida. Peggy G. Perkins is an Educational Consultant in Sarasota, Florida. 相似文献
29.