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41.
Hans Bolewski Dennis L. Buckley A. D. Weir Ranko Bulatović Arthur Hearnden Horst Widmann Rudolf Tippelt Edmund King Arieh Lewy Udo Bude Herbert Bergmann Renate Nestvogel Richard B. Baldauf Jr. Sandra Taylor Kenneth Robinson Lilian G. Katz Raquel Betsalel-Presser 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(1):103-128
42.
Wolfgang Schneider Dieter Wolke Matthias Schlagmüller Renate Meyer 《European Journal of Psychology of Education - EJPE》2004,19(4):385-406
Individual differences in academic success were investigated in a geographically defined whole-population sample of very preterm
children with a gestational age of less than 32 weeks or a birth weight of less than 1500 gm. The sample consisted of 264
very preterm children (75.6% of German-speaking survivors) and 264 controls matched for gender, socioeconomic status, marital
status and age of mother, who were studied from birth. The present analyses focused on the impact of cognitive skills assessed
at ages 6 and 8 on academic success at the age 13. IQ scores, prereading skills, reading, spelling, and math performance assessed
during the last kindergarten year and again at the end of Grade 2 were used as predictors of academic success in early adolescence.
Differences between very pretern children and controls in cognitive abilities already observed in earlier assessments remained
stable over time, with controls on average performing more than half a standard deviation above the level of preterm children.
Preterm children also performed poorer on the literacy measures and indicators of math performance. Multivariate and causal
modeling revealed different prediction patterns for the two groups. Whereas IQ was particularly important for the prediction
of academic success in the pre-term sample, general IQ was less relevant for the prediction of academic success in the control
group. When subgroups of at-risk children were formed according to birth weight categories, we found that school problems
were most pronounced for children with extremely low birth weight (1000 gm and less). 相似文献
43.
Petra H. M. Cremers Arjen E. J. Wals Renate Wesselink Martin Mulder 《Instructional Science》2017,45(2):289-309
Educational design research yields design knowledge, often in the form of design principles or guidelines that provide the rationale or ‘know-why’ for the design of educational interventions. As such, design principles can be utilized by designers in contexts other than the research context in which they were generated. Although research has shown that quality support is important for design success, less is known about processes that promote utilization of design principles as the rationale for instructional design. In this study we therefore explored an intervention for promoting the utilization of a set of research-based design principles in educational practice. This intervention aimed to promote utilization through enhancing perceived usefulness of the design principles by design teams in various contexts. The set of design principles that was utilized by the design teams in this study underpins the design of so-called hybrid learning configurations that are situated at the interface between school and workplace. The intervention was developed from the perspective of boundary crossing theory and was conducted with four different design teams. It was evaluated by way of a questionnaire and a dialogue with members of the design teams. This boundary crossing intervention appeared to bring about the desired outcomes. Most of the design team members considered the set of design principles useful in several different ways and they expected that utilization of the principles would lead to an improved learning configuration. 相似文献
44.
The early stages of an academic career are fraught with insecurity. By focusing on the individual and his or her background, this article sets out to analyse and develop theories for this insecurity. We see academic career insecurity as a mix of how much someone wants to pursue a job in academia and what they feel is the probability of reaching their goal. The article draws on concepts of boundaryless careers and protean careers to theorise about the antecedents of insecurity. Empirical analysis is based on survey data from early-career researchers at a large Austrian university. The findings indicate that the most important individual factors that reduce academic career insecurity are the willingness to be geographically mobile, self-attribution of previous career success, a high proportion of working time devoted to research and networking, as well as being at an advanced career stage. The article demonstrates the potential and limits of the boundaryless and protean career concepts for studying academic careers. Practical measures are that universities should provide early-career researchers with temporal space for research and networking, facilitate stays at other universities, inform them about career success factors, and tailor faculty development programmes to the distinct stages of academic careers. 相似文献
45.
46.
George F. Kneller Renate Nestvogel Jean-Pierre Jallade Volker Lenhart Gabriel Carron J. R. Liesch W. D. Wall Jürgen Schriewer Dale C. Paul William J. Platt Joachim Köhler T. Neville Postlethwaite D. La Verne Buckley 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(1):81-106
47.
This study investigated at what point in development 3- to 6-year-old children begin to demonstrate counterfactual reasoning by controlling for fortuitously correct answers that result from basic conditional reasoning. Basic conditional reasoning occurs when one applies typical regularities (such as "If 'whenever' it doesn't rain the street is dry") to counterfactual questions (such as "If it had not rained, would the street be wet or dry?") without regard to actual events (e.g., if street cleaners had just been washing the street). In counterfactual reasoning , however, the conditional reasoning must be constrained by actual events (according to the "nearest possible world"). In situations when counterfactual reasoning and basic conditional reasoning would yield the same answers, even the youngest children gave mostly correct answers. However, tasks in which the 2 reasoning strategies resulted in different answers proved unusually difficult even for the older children. 相似文献
48.
Glenn I. Roisman Elizabeth Susman Kortnee Barnett-Walker Cathryn Booth-LaForce Margaret Tresch Owen Jay Belsky Robert H. Bradley Renate Houts Laurence Steinberg The NICHD Early Child Care Research Network 《Child development》2009,80(3):907-920
This study examined early observed parenting and child-care experiences in relation to functioning of the hypothalamic-pituitary-adrenocortical axis over the long term. Consistent with the attenuation hypothesis, individuals ( n = 863) who experienced: (a) higher levels of maternal insensitivity and (b) more time in child-care centers in the first 3 years of life had lower awakening cortisol levels at age 15. Associations were small in magnitude. Nonetheless, results were (a) additive in that both higher levels of maternal insensitivity and more experience with center-based care uniquely (but not interactively) predicted lower awakening cortisol, (b) not accounted for by later caregiving experiences measured concurrently with awakening cortisol at age 15 or by early demographic variables, and (c) not moderated by sex or by difficult temperament. 相似文献
49.
Recent developments in competence-based education have motivated institutions of vocational education and training (VET) to
improve the links or connectivity between learning in school and learning in the workplace, which has been a problem for decades.
In previous research, a theoretical framework describing the underlying aspects of competence-based education was developed.
In this study, three aspects of this framework were used to analyse connectivity between learning in school and learning in
the workplace. These aspects were: i) authenticity, ii) selfresponsibility, and iii) the role of the teacher as expert and
coach. Three stakeholder groups (i.e., students, teachers, and workplace training supervisors) involved in secondary VET programs
in the field of life sciences in the Netherlands were questioned on these aspects. Based on their interviews, it is concluded
that these aspects provide information about the process of connectivity. Because stakeholder groups hold different conceptions
of workplace learning and often do not communicate adequately about mutual responsibilities, the implementation of these aspects
of competence-based education has not significantly improved the connectivity situation. Nevertheless, these aspects of competence-based
education can guide stakeholder groups in making clearer agreements about mutual responsibilities, which may improve connectivity
in the future. 相似文献
50.
Heidy Wienekamp Walter Jansen Hilke Fickenfrerichs Renate Peper 《International Journal of Science Education》2013,35(3):281-286
Chemistry lessons were observed in the 8th grade of two West German schools over a period of a term. Boys received more attention from the teacher than girls. They were called on more often and they spontaneously gave their opinions more frequently. An equal proportion of girls’ and boys’ replies were praised and encouraged, but this meant that boys received more praise and encouragement in absolute terms. Teachers should be made aware of the problematic nature of their own behaviour, so that they can remove the discrimination against girls in chemistry education. 相似文献