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181.
Diane M. Horm-Wingerd Phyllis C. Carella Susan D. G. Warford 《Early education and development》1993,4(2):130-138
Teachers' perceptions of the effectiveness of transition classes and the potential relationships between these perceptions and demographic variables were investigated. Seventy-eight first grade teachers from the six New England states completed questionnaires that asked them (a) to rate how children who have participated in transition classes compared in academic achievement, social- emotional development, and attitudes toward school with similar "unready" children who did not participate; (b) to indicate if they would recommend a transition program for their best friends' children; (c) to indicate how they would vote if asked whether their school should continue transition classes; and (d) to supply demographic information. The results clearly indicated that this sample of first grade teachers overwhelmingly supported transition classes and perceived them as beneficial despite the lack of empirical evidence to support these beliefs. No relationships between various background or demographic variables (e.g., certification, degree, membership in professional organizations) and perceptions of effectiveness were found, as evidenced by the support of all types of teachers for transition programs. The findings are attributed to a lack of communication between the primary school practitioners and the early childhood research community. 相似文献
182.
Phyllis Blumberg 《Innovative Higher Education》2016,41(4):303-315
This article proposes a recommended course of action for faculty development based upon Rogers’ theory of Diffusion of Innovations and data collected in a study looking at the prevalence of use of learning-centered teaching practices. Specific faculty development strategies are aligned with Rogers’ factors influencing decisions to adopt innovations. The analysis of data indicated that 14% of the faculty members interviewed used predominately learning-centered teaching approaches and 8% rejected learning-centered teaching. Between these extremes, the others used learning-centered teaching components that fit with their personal teaching style and naturally suit their discipline. These recommendations will assist faculty developers, deans, chairs, and mentors in helping faculty members adopt learning-centered teaching practices. 相似文献
183.
Phyllis Katz J. Randy McGinnis Kelly Riedinger Gili Marbach-Ad Amy Dai 《Journal of Science Teacher Education》2013,24(8):1357-1379
In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning–qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science. 相似文献
184.
Richard Dietzel Mary Bird Ann Kohler Phyllis Olmstead 《Educational Media International》2013,50(4):238-241
Abstract Curriculum needs can be identified and curriculum developed using the instructional design process. The fictional scenario and instructional design components given in the article offer some guidance and ideas for those educators interested in incorporating virtual reality into the curriculum. 相似文献
185.
The multiple and complex needs of the elderly require interdisciplinary collaboration among many different professionals to provide comprehensive care. As a result, educators must develop interdisciplinary programs and learning experiences that address educational needs and facilitate a better understanding of the various roles and expertise of providers from many fields. Using the framework of a program evaluation model, the Charting the Outcomes of Educational and Clinical Approaches model, this article addresses the outcomes and effects of an interdisciplinary approach to continuing gerontological education used by one summer institute on gerontology. Over its 12‐year history, this institute has attracted more than 2,600 participants from many professions and occupations. The interdisciplinary approach of the Summer Institute has been evident in its planning committees, the delivery of diversified programs by a variety of providers, the facilitation of informal networking among registrants, and the organization of group discussions that bring together professionals and learners from different disciplines to communicate and collaborate on mutual concerns regarding aging issues. One theme on case management, which addressed policy and practical issues related to service delivery for the elderly, was presented by representatives from academia, government, the nonprofit service sector, and consumers to an audience of providers from various fields including business, gerontology, health promotion, nursing, occupational therapy, psychology, recreation, social work, and sociology. Thesue cess of the interdisciplinary approach to gerontological education used by the institute has helped to establish McMaster University as a Canadian leader in this field of continuing education. 相似文献
186.
We describe an objective way to measure whether curricula, educational programs, and institutions are learner-centered. This
technique for benchmarking learner-centeredness uses rubrics to measure courses on 29 components within Weimer’s five dimensions.
We converted the scores on the rubrics to four-point indices and constructed histograms that indicate how learner-centered
courses are and which specific learner-centered components are used. We applied this benchmarking technique to a curriculum
sample to illustrate how the data can be used and interpreted. These analyses form a snapshot of teaching that can be used
in accreditation self-studies and for faculty development. 相似文献
187.