全文获取类型
收费全文 | 131篇 |
免费 | 1篇 |
专业分类
教育 | 111篇 |
科学研究 | 3篇 |
体育 | 6篇 |
文化理论 | 1篇 |
信息传播 | 11篇 |
出版年
2023年 | 3篇 |
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 6篇 |
2019年 | 10篇 |
2018年 | 7篇 |
2017年 | 4篇 |
2016年 | 5篇 |
2015年 | 1篇 |
2014年 | 9篇 |
2013年 | 21篇 |
2012年 | 2篇 |
2011年 | 3篇 |
2010年 | 2篇 |
2009年 | 6篇 |
2008年 | 2篇 |
2007年 | 2篇 |
2006年 | 1篇 |
2005年 | 2篇 |
2003年 | 1篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1960年 | 1篇 |
1870年 | 1篇 |
1862年 | 1篇 |
排序方式: 共有132条查询结果,搜索用时 15 毫秒
21.
Michelle M. Neumann 《Early Years: An International Journal of Research and Development》2010,30(1):79-94
Joint writing activities between parent and child can enhance literacy skills in young children. This paper describes the strategies used by a mother to scaffold her daughter’s alphabet letter shaping, word and story writing in the years before formal schooling. The strategies included identifying alphabet letters embedded in environmental print and books, tracing letter shapes with fingers whilst using directional language, and using whole‐arm movements to form letter shapes in the air. Writing samples and examples of parent–child interactions were collected at three to four years of age and are described within the framework of Gentry’s writing stages. The joint writing techniques and activities illustrated in this case study emphasise the use of letter names and letter shapes and may provide effective strategies for parents and early childhood educators to scaffold emergent writing development in young children. 相似文献
22.
Hanna Dumont Ulrich Trautwein Oliver Lüdtke Marko Neumann Alois Niggli Inge Schnyder 《Contemporary educational psychology》2012
This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N = 1274 and N = 1911) described their parents’ involvement in the homework process were reanalyzed via structural equation modeling. Perceived parental homework interference and perceived homework-related conflict were negatively related to students’ academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes. Although there were small associations between some aspects of parental homework involvement and family background variables, parental homework involvement did not mediate the relationship between family background and educational outcomes. Findings highlight the need for differentiated conceptualizations of parental homework involvement as well as detailed analyses of the processes underlying the association between family background and educational outcomes. 相似文献
23.
FROM PISA TO EDUCATIONAL STANDARDS: THE IMPACT OF LARGE-SCALE ASSESSMENTS ON SCIENCE EDUCATION IN GERMANY 总被引:1,自引:0,他引:1
Knut Neumann Hans E. Fischer Alexander Kauertz 《International Journal of Science and Mathematics Education》2010,8(3):545-563
The German education system does not traditionally rely on standardized testing. However, when the Programme for International
Student Assessment (PISA) study revealed an average performance of German students compared to other participating countries,
a particular proportion of low-performing students, and remarkable disparities between the federal states, German policy makers
decided for a major reform of the education system. A core piece of this reform was the introduction of National Education
Standards. For science education, these standards were heavily influenced by the PISA results and its underlying framework.
That is, with the standards, a paradigm shift took place from the German notion of Bildung towards the Anglo-American notion of literacy. With the introduction of these standards, a new field of empirical educational research was created: research on models
of scientific literacy or competency models as a basis of benchmarking the standards. This article describes the German education
system before PISA, summarizes the major findings from PISA, and describes how these findings informed the formulation of
the performance standards for science education. It also details the measures undertaken to benchmark these standards. Finally,
it provides insight into the issues with developing and benchmarking performance standards and points out future areas of
research on evidence-based decision making in educational policy. 相似文献
24.
Stefan Altmann Maximilian Kuberczyk Steffen Ringhof Rainer Neumann Alexander Woll 《Sportwissenschaft》2018,48(2):218-227
Background
The purpose of this study was to analyze the relationship between performance test parameters and match-related physical performance in professional soccer players.Methods
To determine physical capacity, 28 male soccer players underwent several performance tests at the start of the seasons 2013/2014, 2014/2015, and 2015/2016. The following parameters were assessed: maximum running velocity (vmax), fixed (v4mmol/l) and individual anaerobic threshold (vIAS) during an incremental treadmill test; 30-m sprint time in a linear sprint test (LS30m); in a repeated-sprint test, the 30-m sprint time (RST30m) and performance decrement (RSTdecr); and countermovement jump height (CMJ). Match physical performance was quantified during the first ten official matches of each season using a computerized, camera-based tracking system. The following measures of match physical performance were considered: top running speed (TS), mean running speed (vØ), total distance covered (TD), number of sprints (SP), number of high-intensity running (HIR), and aerial duels won (AD+). Pearson correlation coefficients were used for statistical analysis.Results
Moderate to very large correlations were found between the majority of performance test parameters and match performance variables, with a variability of correlations across the three seasons. Large relationships across all three seasons were only observed between vmax and TD, vmax and vØ, LS30m and TS as well as RST30m and TS.Conclusion
This study demonstrates the relationship between several performance test parameters and match-related physical performance in professional soccer players, thereby supporting the test parameters’ criterion validity. vmax, LS30m, and RST30m seem to be the most consistent parameters.25.
Academic work: Perceptions of senior academic administrators 总被引:1,自引:0,他引:1
Ruth Neumann 《The Australian Educational Researcher》1993,20(1):33-47
This article reports on selected findings of the first stage of a qualitative study of academic work in Australian universities. This stage examined the perceptions senior academic administrators from the humanities, sciences, social sciences and professional areas hold of the work roles of academics. The article presents their perceptions of ‘research’ and ‘scholarship’ and the link between the two, as well as the interrelationships between research, scholarship and teaching. The findings show a high level of consensus and coherence in the views presented. The article examines possible reasons for such a unanimity of perception and raises further questions for investigation. 相似文献
26.
Susanne Böse Marko Neumann Michael Becker Kai Maaz Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1157-1186
The issue of implementing large-scale reforms has played an important role both in the past as well as in current debates on structural changes and quality measures in education. When putting reforms into practice, individual schools and their leaders, who take a key role in reform processes, are focused. In the context of a comprehensive school reform in Berlin, this contribution presents an implementation of the Stages of Concern Questionnaire (SoCQ, Hall and Hord 2011), which intends to assess the degree of participants’ engagement with innovations in a phased respectively stepwise approach. Recently, the SoCQ questionnaire has been used to build different profiles or types of engagement in reform. Based on N?=?196 school leaders, latent profile analyses thus served to identify five types of profiles. Altogether, they indicate that the majority of school leaders are ready to implement the reform and contribute to its optimization. A rather small group remained skeptical with regard to the school reform. With respect to individual leadership characteristics, differences in profile composition could be found for gender, school type, and professional experience. 相似文献
27.
This study examines the relationship between characteristics of academic areas and students' evaluation of instruction. Based on Biglan's model of subject matter and relevant studies of the role of instruction, a weak partial order model for classifying academic fields and predicting their relative ranking on instructional evaluation was tested. The findings of the study support the weak partial order model for all three criteria of instructional evaluation that are used in this research. Moreover, the major discriminant facet in this study is the knowledge base of the academic program (i.e., hard versus soft sciences). Based on the results of this research, an adapted model for understanding the role of academic areas in predicting instructional evaluation is proposed. The implications of this study are discussed and elaborated. 相似文献
28.
29.
30.
Although the term “radiation” has a fixed place in everyday life as well as in the media, there is very little empirical research on students’ conceptions about this topic. In our study we wanted to find out what students associate with this term. In 2009, we asked 509 students (between grade 4 and grade 6) from seven different schools to draw pictures related to “radiation”. This method of children’s drawings was supported by short interviews (n?=?74). The motifs appearing in the drawings were analysed, and we investigated whether or not the age and the sex of the children had any influence on the choice of motifs. One major result was that the older the students were, the more likely they were to choose sources of invisible radiation (nuclear power plants, mobile phones) as their motifs. Nine months after the tragic events in Fukushima (and at the same time 2 years after the 2009 data collection), we replicated the study. This time, we received 516 drawings from the same schools as in the 2009 study (supported by 33 interviews). This replicative trend study made it possible to compare the choice of motifs and discover possible differences. The results of this analysis showed that the drawings of 2011 included significantly more motifs related to radioactivity. This difference was prevalent in the drawings regardless of sex or age differences. Direct references to the Fukushima accident could be found in both the drawings and interviews. 相似文献