全文获取类型
收费全文 | 227篇 |
免费 | 2篇 |
专业分类
教育 | 176篇 |
科学研究 | 3篇 |
各国文化 | 2篇 |
体育 | 29篇 |
文化理论 | 3篇 |
信息传播 | 16篇 |
出版年
2024年 | 1篇 |
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 9篇 |
2019年 | 9篇 |
2018年 | 9篇 |
2017年 | 11篇 |
2016年 | 22篇 |
2015年 | 12篇 |
2014年 | 8篇 |
2013年 | 52篇 |
2012年 | 4篇 |
2011年 | 10篇 |
2010年 | 6篇 |
2009年 | 3篇 |
2008年 | 12篇 |
2006年 | 4篇 |
2005年 | 5篇 |
2004年 | 3篇 |
2003年 | 2篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 2篇 |
1999年 | 6篇 |
1998年 | 1篇 |
1996年 | 2篇 |
1994年 | 4篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1974年 | 1篇 |
排序方式: 共有229条查询结果,搜索用时 15 毫秒
91.
Flávia Torreão Thiemann Luiz Marcelo de Carvalho Haydée Torres de Oliveira 《Environmental Education Research》2018,24(10):1441-1446
AbstractThis Editorial to the current collection provides a brief historical, cultural, regional and contemporary picture of environmental education research in Brazil. Its main purpose is to offer readers a short background and orientation to the collection, and in so doing, illustrate how its contributions relate to some wider tendencies, trends and issues in environmental education, as well as to different locales of research and knowledge generation in the country. Of particular note for environmental education in Brazil are: the effects of social and political backdrops and issues, the unique environments on which environmental education is grounded, and how environmental education research, in turn, may echo or influence particular educational and public policies. 相似文献
92.
This study analysed the effectiveness of presenting mathematical problems as ‘authentic’, which simulated the main aspects of situations in which students are usually involved. To do so, four independent variables were considered: level of mathematical difficulty (easy or difficult); rewording: standard problems (similar to those presented in textbooks), authentic and containing irrelevant situational information; mathematical ability (measured by means of the BADyG test); and reading comprehension level (measured with the comprehension task from the PROLEC-R test). The dependent measure was the success rate of a sample of 156 primary education children (grades four, five and six) in solving each kind of word problem. The results showed that the authentic versions of difficult problems were solved more successfully than other versions by students with high levels of mathematical aptitude and reading comprehension. That means that authentic wording is useful when children are able to understand the added information and have the mathematical knowledge necessary to interpret it. 相似文献
93.
94.
Holli A. Tonyan Joce Nuttall Jeannette Torres Jessie Bridgewater 《Early education and development》2017,28(6):684-704
ABSTRACTResearch Findings: This article reports on family child care providers’ views about their engagement with professional development programs, including providers who were and were not participating in Quality Rating and Improvement Systems in Los Angeles, California. Most providers participating in the study were taking active steps to improve their work with children, but only a few providers described themselves as satisfied with the programs available. First, we report on why providers chose to engage (or not) in formal professional development activities; specifically, we explore the relationship between career phase and engagement and the levels of participation reported by seasoned providers. Second, we describe the way many providers strategically self-customized their quality improvement (QI) activities by drawing flexibly on available programs or by finding a coach who would work with them on their specific needs. Practice or Policy: Our findings suggest that in order to increase engagement with formal QI systems, designers of professional development supports must better align these supports with the needs and interests of family child care providers in terms of content and modes of delivery. We propose the concept of just-in-time professional development as 1 way to make QI offerings more responsive to some family child care providers’ needs. 相似文献
95.
Natlia B. Mota Renata Callipo Lígia Leite Ana R. Torres Janaína Weissheimer Silvia A. Bunge Mauro Copelli Sidarta Ribeiro 《Mind, Brain, and Education》2020,14(1):51-60
Formal thought organization obtained from free speech, a key feature for psychiatric evaluations, has been poorly investigated during typical development. Computational tools such as speech graph connectedness (LSC) currently allow for an accurate quantification in naturalistic settings. LSC's typical development is better predicted by years of education than by age. Among beginning readers, the LSC of stories composed of short‐term memory predicted reading independently from IQ. Here we set out to test a longitudinal sample (6–8 years old, n = 45, followed for 2 years) to verify whether the LSC is predictive of various memory measures, and whether such relations can explain the correlation with reading. The LSC was specifically correlated with verbal short‐term memory performance. The results support the notion that the short‐term storage of verbal information is necessary to plan a story. Given the limited sample size, the relationship of this interaction with reading remains inconclusive. 相似文献
96.
Óscar Jerez Yàñez Fernanda Corvalán Canessa Lesslie González Rojas Armin Ramos Torres 《International Journal for Academic Development》2019,24(2):204-208
ABSTRACTWe propose a ‘1-to-1’ accompaniment and teaching development model emerging from the analysis and reflection of professional experience at a Teaching and Learning Center in a Chilean university. We highlight the relevance of the bond between professor and adviser and the establishment of a horizontal relationship, where both work collaboratively on the achievement of common objectives. This means breaking away from the classic view of the counseling process, where aspects of discipline and context are not necessarily considered. Despite size scalability issues, this model is flexible in its applicability and is adaptable to different university contexts. The implementation of this model is still under development, particularly in its evaluation phase. 相似文献
97.
98.
Aubrey Scheopner Torres 《Journal of Educational Change》2012,13(1):117-154
High teacher attrition rates hinder schools in their ability to provide quality instruction. This study seeks to understand
why teachers leave early in their careers (within the first 5 years) using a mixed methods approach that combined 50 in-depth
interviews with 15 public and 10 Catholic school teachers in the United States who left early with statistical analyses of
public and Catholic school early leavers’ responses in the national Schools and Staffing and Teacher Follow-up surveys. This
study argues that to understand why teachers leave early requires examining teachers’ entire experiences throughout their
short time in the profession. A framework informed by sociocultural and commitment theories was developed through systematic
analysis of the interview and survey data providing a complex approach for examining the phenomenon of early leaving. Findings
suggest that teachers’ career decisions were influenced by the unique public and Catholic school cultures, as well as their
commitment to teaching, their teaching experiences, and their beliefs and values. Differences between public and Catholic
early leaver experiences are discussed. 相似文献
99.
Mary M. Meares John G. Oetzel Annette Torres Denise Derkacs Tamar Ginossar 《Journal of Applied Communication Research》2013,41(1):4-27
This study examines mistreatment through the perspectives of employees with different cultural backgrounds and positions in order to understand the ways in which some voices are muted and others are privileged. Mistreatment is interactional, distributive, procedural, or systemic abuse of employees taking place at both interpersonal and institutional levels on the basis of cultural diversity. Narrative analysis of semi‐structured interviews with employees of a large research and development organization revealed three types of muted narratives used to respond to mistreatment (muted‐but‐engaged, angrily disengaged, and resigned) as well as one type of privileged response. The narratives provided evidence of two processes by which voices became muted: repeated silencing over time and silencing through ambiguity of policies. 相似文献
100.