全文获取类型
收费全文 | 211篇 |
免费 | 4篇 |
专业分类
教育 | 179篇 |
科学研究 | 3篇 |
各国文化 | 3篇 |
体育 | 10篇 |
信息传播 | 20篇 |
出版年
2022年 | 3篇 |
2021年 | 4篇 |
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 6篇 |
2017年 | 7篇 |
2016年 | 7篇 |
2015年 | 9篇 |
2014年 | 6篇 |
2013年 | 39篇 |
2012年 | 2篇 |
2011年 | 9篇 |
2010年 | 8篇 |
2009年 | 11篇 |
2008年 | 9篇 |
2007年 | 9篇 |
2006年 | 4篇 |
2005年 | 5篇 |
2004年 | 9篇 |
2003年 | 1篇 |
2002年 | 5篇 |
2001年 | 10篇 |
2000年 | 6篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 6篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1985年 | 4篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1971年 | 1篇 |
1850年 | 1篇 |
排序方式: 共有215条查询结果,搜索用时 15 毫秒
121.
Individual consultation over student ratings is recognised as an effective strategy to improve teaching effectiveness. Yet limited financial resources and rising costs in higher education renders this strategy as no longer feasible. This paper explores teacher perceptions on the efficacy of a peer-based model of consultation. It draws on a randomised controlled trial with university teachers discussing their ratings feedback with disciplinary peers. The findings indicated that teachers were receptive towards the idea of collaborating to learn from student ratings how to improve their teaching. The model should be refined with continued research. 相似文献
122.
Marji Erickson Warfield Penny Hauser-Cram Marty Wyngaarden Krauss Jack P. Shonkoff Carole C. Upshur 《Early education and development》2000,11(4):499-517
In this investigation we examine the relation between intensity, duration, and comprehensiveness of early intervention (EI) services and changes in three aspects of maternal well-being: parenting stress, social support, and family cohesion. Data on the hours, length, and types of services received by a sample of 133 children and families from EI programs in Massachusetts and New Hampshire were gathered from the point of entry into EI to the point of discharge around the child's third birthday. Hierarchical regression analyses were used to determine which measure of EI service intervention contributed significantly to the explained variance in changes in maternal well-being, over and above aspects of the child's functioning and prior levels of maternal well-being. Results indicated that, although greater service intensity was associated with improved family cohesion overall, mothers of children without motor impairment reported greater increases than mothers of children with motor impairment. Service intensity and comprehensiveness predicted significant increases in social support levels. EI services did not have a significant impact on parenting stress. Three practice and policy implications are discussed: building flexibility into EI service provision to be responsive to individual family needs; attending to the accommodations required of families raising a child with a motor impairment; and incorporating other aspects of family functioning into future studies of EI effectiveness. 相似文献
123.
Gottardo Alexandra Chiappe Penny Siegel Linda S. Stanovich Keith E. 《Reading and writing》1999,11(5-6):465-487
Sixty-eight third graders who were less-skilled readers performed more poorly than younger reading-level control children on tests of pseudoword reading and phonological sensitivity. These findings add to the growing consensus that the proximal cause of reading difficulties are spelling-sound coding problems that result from deficient underlying phonological processes and structures. Analyses of their word and pseudoword reading performance provided some suggestive evidence that less-skilled readers are less sensitive than their younger reading-level matched counterparts to all subword-size orthographic units, perhaps especially to grapheme-sized units. 相似文献
124.
Ronald D. Opp Penny Poplin Gosetti 《Community College Journal of Research & Practice》2013,37(7-8):591-608
The study reported here involved trend and predictive analyses to examine changes in the proportional representation of women administrators by race/ethnicity from 1991 to 1997 in a sample of 1,030 matched 2-year colleges. Hispanic-serving, urban, California 2-year colleges, and the percentage of women faculty of color entered as significant positive predictors of change in the proportional representation of women administrators of color. These findings open the door not only to new ways of informing policy development and practice, but also to future research that can uncover new understandings of gender and race-equitable practices in 2-year colleges. 相似文献
125.
Sex differences in emotional reactions to discovered deception 总被引:1,自引:1,他引:0
Timothy R. Levine Steven A. McCornack Penny Baldwin Avery 《Communication quarterly》2013,61(3):289-296
This study explores sex differences in perceptions of discovered deception, and the subsequent emotional reactions that are experienced by relational partners. Drawing upon research examining deception, relational communication, and gender, several hypotheses were developed and tested in a sample of 190 respondents who had recently discovered the lie of a friend or romantic partner. The data were consistent with the hypotheses. Women were more likely than men to rate lying as an unacceptable form of behavior within both friendship and romantic relationships. In addition, women rated the act of lying (regardless of what was lied about) as more significant, and reported more negative emotional reactions upon discovering deception than did men. Generalized communicative suspicion functioned to enhance the intensity of emotional reactions for women, but not for men. Implications of the current results for the study of deception are discussed. 相似文献
126.
Interactions between school systems and reading Recovery programmes – evidence from Northern Ireland
Recent work on raising attainment in education has raised theoretical issues about organizational responses to innovation and qualitative aspects of programme implementation. In particular, the ‘depth’ of an implementation (the extent to which a programme actually changes the educational interactions between pupils and their teachers) is now thought to be as important as its ‘spread’ (the number of schools in which it is replicated). Such issues, together with the existing literature on Reading Recovery implementation, suggest that it is time to review the models of implementation held within the Reading Recovery community. We used a range of methods at four levels of data collection to analyse variation in ‘depth’ of implementation in a countrywide Reading Recovery programme. From our findings we conclude that Reading Recovery has achieved resounding success as an individual programme, but that it would be still more efficient if the models of implementation were to be reviewed. 相似文献
127.
Abstract The present experiment investigated the effects of interpolated processing activity (IPA) during the post knowledge of results (KR) interval. The study attempted to correct some of the problems inherent in previous research by using a ballistic timing criterion task and assessing the effects of interpolated processing activity (IPA) on both acquisition and No KR transfer trials. To insure that the efficacy of the IPA manipulation, a paced task was used and performance was assessed. Two levels of post-KR delay (5 and 10 s) were factorially combined with two levels of IPA (IPA or No IPA) to yield four experimental groups. Each subject completed 30 KR acquisition trials and 20 No KR transfer trials. Interresponse interval was held constant. In contrast to many previous studies, IPA interfered with the subjects' ability to learn and perform the criterion movement time of 150 ms. Both the memory trace and the perceptual trace were similarly affected. The detrimental effects of IPA on absolute error and objective-subjective error differences found during acquisition persisted during KR withdrawal. 相似文献
128.
History is often embedded, explicitly or implicitly, in discourses on contemporary aspects of gender and education, but relatively few scholars engage critically with history as they grapple with current issues. This article posits ‘historical sensibility’ as a means of engaging constructively with the past when scrutinising and working on current issues in gender and education. Four features of historical sensibility are mapped out and compared with established ways of approaching the relationship between the present and past. The utility of historical sensibility is demonstrated with reference to ongoing debates about the feminisation of schooling, the sexualisation of children and the leisure pursuits of young women. 相似文献
129.
130.
Penny Addison Jaime Ayala Mark Hunter Ralph R. Behnke Chris R. Sawyer 《Communication Research Reports》2013,30(3):284-290
The purpose of this study was to determine if higher and lower anxiety sensitive speakers would exhibit differential levels of four types of body sensations (gastrointestinal, cardiopulmonary, disorientation, and numbness) while anticipating giving a public speech. The participants were eighty‐seven undergraduate students who gave five‐minute informative speeches. The Anxiety Sensitivity Index was used to measure anxiety sensitivity, and the Body Sensations Questionnaire was used to measure body sensations during the anticipatory period. The results showed a significant difference in body sensations between higher and lower anxiety sensitivity speakers for gastrointestinal, cardiopulmonary and numbness sensations. There were no significant differences found for disorientation between higher and lower anxiety sensitive speakers. 相似文献