全文获取类型
收费全文 | 113篇 |
免费 | 2篇 |
专业分类
教育 | 93篇 |
科学研究 | 7篇 |
各国文化 | 4篇 |
体育 | 3篇 |
信息传播 | 8篇 |
出版年
2023年 | 1篇 |
2021年 | 4篇 |
2019年 | 3篇 |
2018年 | 5篇 |
2017年 | 4篇 |
2016年 | 4篇 |
2015年 | 1篇 |
2014年 | 4篇 |
2013年 | 27篇 |
2012年 | 5篇 |
2011年 | 2篇 |
2010年 | 1篇 |
2009年 | 2篇 |
2008年 | 5篇 |
2007年 | 1篇 |
2006年 | 6篇 |
2005年 | 3篇 |
2004年 | 3篇 |
2003年 | 2篇 |
2002年 | 3篇 |
2001年 | 4篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 3篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1989年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
排序方式: 共有115条查询结果,搜索用时 0 毫秒
71.
A quasi-experiment was designed to examine the effects of social media on parasocial relationships and credibility for on-air radio hosts. Hypotheses and research questions were tested using 4 experimental conditions. A sample of 240 participants were randomly assigned to a condition and then asked to complete a survey. Results showed that social media appeared to have a negative effect on the strength of a parasocial relationship as well as on credibility. 相似文献
72.
73.
Maria Rosaria Di Stasio Robert Savage Philip C. Abrami 《Journal of Research in Reading》2012,35(1):69-86
This paper reports the follow‐up of a randomised control trial study of the ABRACADABRA web‐based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low‐SES backgrounds. Participants who received a ‘synthetic’ phonics+phoneme awareness training (n = 26) or an ‘analytic’ phonics+phoneme awareness training literacy intervention (n = 27) were tested on standard measures of literacy 1 year later. Results revealed a significant main effect (p < .01) for the analytic group performing better on passage reading comprehension. Modest advantages for children who received the analytic phonics programme were evident. We obtained an effect size favourably comparable with other studies, after adjusting for intervention duration (ES = .41). It is concluded that analytic phonics programmes may provide modest but significant sustained advantages in literacy for kindergarten children from low‐SES backgrounds. 相似文献
74.
Carter Julian Savage 《Peabody Journal of Education》2013,88(4):421-448
This article examines the establishment and early history of the first Boys’ Club for African American boys—the Wissahickon Boys’ Club—through the thoughts and actions of its Quaker founder, John Thompson Emlen. The purpose of this article is not only to document the founding of this historic organization but also to describe Emlen's conception of racial advancement through the implementation of vocational education programs within the context of a “colored” Boys’ Club. In examining Emlen's thesis and subsequent work, the article analyzes the similarities of his ideas to W. E. B. DuBois's charge to White Americans in The Philadelphia Negro. 相似文献
75.
Anne S. Hynds Rawiri Hindle Catherine Savage Luanna H. Meyer Wally Penetito Christine Sleeter 《The Teacher Educator》2013,48(3):230-249
There is a dearth of empirical evidence that examines the impact of teacher professional development for culturally responsive pedagogies, particularly on Indigenous student achievement and teacher practices. Te Kotahitanga was a large-scale professional development initiative for culturally responsive practices for secondary teachers in New Zealand. To study its impact, we used a mixed-methods research approach to gather and analyze data on student achievement outcomes, classroom practices, and perceptions of teachers and students. While results suggested positive changes associated with the program, findings also highlighted ongoing challenges associated with transforming practice for Indigenous Māori students. Specific challenges of analysis are highlighted, along with recommendations for further research and development work in secondary schools. 相似文献
76.
Kelley Rhoe Collins Robert Savage William Wainwright 《Community College Journal of Research & Practice》2013,37(3):184-202
This article presents three situations (a community college, a technical college, and a state system) and describes the responses to substantial hurricane storm damages sustained by the physical infrastructure in each case. A disaster readiness checklist is provided. 相似文献
77.
78.
Robert Savage 《Educational Psychology in Practice》2005,21(1):23-36
This study involved perceptions of bullying in six Year 7 children attending a speech and language base part‐time and the perceptions of their mainstream peers without speech and language problems. Base‐taught children and mainstreamed peers completed a bullying questionnaire and a social inclusion survey. Base‐taught children with language difficulties rated themselves three times more likely to be bullied than mainstream peers. Half of these base children, however, rated bullying as rare. These two sub‐groups differed on the number of peers willing to “hang out” with them, suggesting language difficulties and attendance at a segregated language base together are a “risk factor” for bullying whereas peer‐acceptance may be a “protecting factor”. An intervention helping children to use a “fogging” technique did not reduce bullying perceptions. It is suggested that inclusion‐oriented ecological interventions are more likely to encourage friendships and social acceptance among the wider peer group and thus may be the most effective interventions to prevent bullying. 相似文献
79.
ABSTRACTThis article problematises contemporary debates in favour of ‘policy alignment’ by considering the complexities emerging from attempts to forge greater alignment of policies and processes across state schooling systems in the Australian federation. We begin by articulating our conceptual approach to policy alignment, after which we examine Australian and international debates relating to alignment in schooling policy. We then consider how policy actors are engaging with debates and challenges relating to alignment, drawing upon interviews with senior bureaucrats in Australian state education departments and agencies. Our findings suggest policy actors see misalignment as a problem but do not necessarily see alignment as the solution. This raises complex questions about the logic and value of pursuing alignment in federations. 相似文献
80.
Arthur L. Savage 《Educational technology research and development : ETR & D》1975,23(4):415-426
Thomas Aquinas, who knew more about education and persuasion than almost anybody who ever lived, once said that when you want to convert someone to your point of view, you go over to where he is standing, take him by the hand (mentally speaking), and guide him to where you want him to go. You don’t stand across the room and shout at him. You don’t call him a dummy. You don’t order him to come over to where you are. You start where he is, and work from that position. That’s the only way to get him to change. Sidney Harris (1973) 相似文献