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21.
Rae Lesser Blumberg 《Prospects》2008,38(3):345-361
Gender bias in textbooks (GBIT) is a low-profile education issue, given the 72,000,000 children who still have no access to
schooling, but this article argues that GBIT is: (1) an important, (2) near-universal, (3) remarkably uniform, (4) quite persistent
but (5) virtually invisible obstacle on the road to gender equality in education—an obstacle camouflaged by taken-for-granted
stereotypes about gender roles. Specifically, GBIT: (1) is important because (a) textbooks occupy ~80% of classroom time,
and (b) it may contribute to lowering girls’ achievements, especially in weak schools in poor countries; (2) has been found
worldwide to varying degrees (except, perhaps, Sweden in recent years); (3) involves nearly identical patterns of under-representation
of females, plus stereotypes of both genders’ occupational and household roles that overwhelmingly underplay women’s rising
worldly importance; (4) is decreasing very slowly, according to “second generation” re-studies; and (5) remains obscured by
the “hidden-in-plain-sight” system of gender stratification and roles. Case studies from Syria, India, Romania, China and
the US document these points. Other case studies from Sweden and Latin America describe government initiatives to reduce GBIT,
with differing levels of success. Totally revising textbooks (and curricula) to eliminate this bias is quite unlikely, partly
because it is very costly. The article concludes by presenting inexpensive alternate methods that can combat GBIT. 相似文献
22.
An intervention package of task clarification, checklists, and posted performance feedback was developed to increase completion of tasks contributing to the appearance of a local grocery store. The intervention package was based on an informal diagnostic assessment that examined antecedents, equipment and processes, knowledge and skills, and consequences in the organizational environment. A multiple baseline design across five departments was utilized to evaluate the effects of the intervention package on employee cleaning behavior related to the appearance of the store. The results suggest overall improvement of task completion across the five departments observed, with substantial increases resulting from application of the intervention. The mean percentage of tasks completed in the deli department increased by 36%; by 93% in the meat department; by 38% in the frozen department; by 25% in the produce department; and by 34% in the front‐end department. The average increase of task completion across departments was more than 45%. The results of this study are consistent with those of Anderson, Crowell, Hantula, and Siroky (1988), as well as with La Fleur and Hyten (1995), demonstrating that task clarification, checklists, and feedback have positive effects on work performance. 相似文献
23.
Virtual Solar System Project: Learning Through a Technology-Rich,Inquiry-Based,Participatory Learning Environment 总被引:3,自引:2,他引:1
24.
Robert C. Butler Christopher D. Blair Rae Ette Newman Leah L Batchelor 《Teaching Statistics》2023,45(3):148-157
This study compared the effectiveness of teaching a distance education statistics course using a computer-aided personalized system of instruction (CAPSI) in comparison to a distance education course that used video lectures. Data were collected between 2017 and 2022. Two-hundred and sixty-eight students were included in the sample. Results supported that students enrolled in the CAPSI statistics course were less likely to drop out of the course and mastered significantly more material than students enrolled in the lecture-based distance education course. It is recommended that instructors teaching statistics in distance education settings consider using CAPSI to improve student outcomes. 相似文献
25.
26.
Rae Lesser Blumberg 《Int J Intercult Relat》1979,3(4):447-472
Over the last decade, evidence has been accumulating that the process of development has resulted more frequently in greater economic marginalization than benefits for poor rural women in much of the Third World. Yet recent efforts aimed at incorporating these poor non-urban women into development have been hampered by the “veil of invisibility” hiding their past and present conditions and contributions. This article formulates some hypotheses concerning female invisibility as well as productivity, and then contrasts the extant view of rural Third World women as relatively unproductive with (1) evidence drawn from evolutionary history, and (2) data from new micro-level and UN studies. The former indicates that women were the primary producers in most pre-agrarian human groups. The latter indicate that women continue to produce approximately half the world's food, although there is dramatic regional variation. The article concludes with an analysis of the statistical biases and stereotypes that obscure these contributions and briefly indicates the cost of this invisibility to the countries involved as well as to the women themselves. 相似文献
27.
Sarah Rae Sletten 《Journal of Science Education and Technology》2017,26(3):347-358
In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student’s desire and ability to adopt a self-directed learning style. The purpose of this study was twofold; it aimed at examining the relationship between two variables—students’ perceptions of the flipped model and their self-regulated learning (SRL) behaviors—and the impact that these variables have on achievement in a flipped class. For the study, 76 participants from a flipped introductory biology course were asked about their SRL strategy use and perceptions of the flipped model. SRL strategy use was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al. 2005), while the flipped perceptions survey was newly derived. Student letter grades were collected as a measure of achievement. Through regression analysis, it was found that students’ perceptions of the flipped model positively predict students’ use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions through constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them. 相似文献
28.
Litrownik AJ Lau A English DJ Briggs E Newton RR Romney S Dubowitz H 《Child abuse & neglect》2005,29(5):553-573
OBJECTIVE: The purpose was to identify different operational definitions of maltreatment severity, and then to examine their predictive validity. METHOD: Children and their primary caregivers participating in a consortium of ongoing longitudinal studies were interviewed when they were approximately 4 and 8 years of age to assess behavior problems, and developmental and psychological functioning. Four different severity definitions were identified and applied to 519 children who were reported for alleged maltreatment between Birth and the Age 8 interview. A taxonomy for defining maltreatment characteristics (Barnett, Manly, & Cicchetti, 1993) was applied to Child Protective Service records to define severity as (a) Maximum Severity within each of five maltreatment types, (b) Overall Maximum Severity across the five types, (c) Total Severity or the sum of the maximum severity for each of five types, and (d) Mean Severity or the average severity for those types of maltreatment alleged, during each of two time periods-Birth to Age 4, and Age 4 to Age 8. RESULTS: Regression analyses that controlled for socio-demographic factors, early maltreatment (Birth to Age 4), prior functioning (Age 4), and site revealed that (a) all four severity definitions for maltreatment reports between Age 4 and Age 8 predicted Age 8 behavior problems, (b) Maximum Severity by Type and Mean Severity predicted adaptive functioning at Age 8, and (c) only Maximum Severity by Type was related to anger, at Age 8. Follow-up regression analyses indicated that only Maximum Severity by Type, specifically physical abuse, accounted for outcomes, beyond maltreatment occurrence versus non-occurrence. CONCLUSION: The results suggest that maltreatment severity definitions that preserve ratings within types of maltreatment may be the optimal approach to measure the severity of children's experiences. 相似文献
29.
The Korean government's electronic record management reform: The promise and perils of digital democratization 总被引:1,自引:1,他引:0
Recently, the Korean government instituted a reform in its archives with the goal of increasing transparency in government and meeting the challenges of the new digital environment in records management. President Roh's administration focused on a “process and system” reform through a shift from paper-based records management to electronic records management. The E-jiwon task management system of the Office of the President, invented by President Roh himself, served as the archetype for the reform. This study explores and critiques the administration's choice of a “process and system” reform over institutional reform, examines the legal framework used to enact the reform and its shortcomings, and analyzes the benefits and deficiencies of the E-jiwon as a tool for democracy in the archives. It concludes that while the new digital environment can assist in promoting government transparency, technological change by itself is inadequate; ultimately, institutional change is necessary for true reform. 相似文献
30.