全文获取类型
收费全文 | 104篇 |
免费 | 2篇 |
专业分类
教育 | 83篇 |
科学研究 | 7篇 |
体育 | 4篇 |
文化理论 | 1篇 |
信息传播 | 11篇 |
出版年
2022年 | 1篇 |
2020年 | 3篇 |
2019年 | 4篇 |
2018年 | 4篇 |
2017年 | 4篇 |
2016年 | 6篇 |
2015年 | 3篇 |
2014年 | 6篇 |
2013年 | 17篇 |
2012年 | 6篇 |
2011年 | 3篇 |
2010年 | 1篇 |
2009年 | 4篇 |
2008年 | 3篇 |
2007年 | 3篇 |
2006年 | 7篇 |
2005年 | 3篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2002年 | 5篇 |
2001年 | 2篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1977年 | 1篇 |
1971年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有106条查询结果,搜索用时 15 毫秒
41.
Hubbard JA Smithmyer CM Ramsden SR Parker EH Flanagan KD Dearing KF Relyea N Simons RF 《Child development》2002,73(4):1101-1118
The goal of this study was to examine the relations of reactive versus proactive aggression to children's anger, as assessed using observational, physiological, and self-report measures. Anger was hypothesized to be related to reactive aggression, but not to proactive aggression. Children (N = 272 second-grade boys and girls) participated in a procedure in which they lost a board game and prize to a confederate who cheated. Skin conductance reactivity and heart rate reactivity were measured throughout the procedure. Following the interaction, children viewed a videotape of the game and self-reported on their level of anger after each turn of the game. Observational coding of children's angry facial expressions and angry nonverbal behaviors was conducted. Reactive aggression, but not proactive aggression, was positively related to skin conductance reactivity and angry nonverbal behaviors, both at an aggregated level and in terms of rate of increase over the time span of the game. 相似文献
42.
43.
In this article, the focus is on educational governing in the making. Drawing on conceptual underpinnings of socio-technical approaches, this implies an interest both on the way in which a sound knowledge base for policy measures is created, as on the distribution of that knowledge through publically available instruments. Governing by evidence only is possible when it relies on concrete instruments, such as feedback reports, publically consultable audits and examples of good practice. Since knowledge-related practices increasingly make use of online tools where knowledge is accessible for each and all, three websites are analysed in a particular way to describe the making of evidence. First, considered as active devices, the websites are analysed as essential components of the governing by evidence: by publishing specific data and information in a particular way, they come to constitute what comes to count as evidence and the way in which it comes to count. By addressing their visitors in a particular way, moreover, they constitute for whom it comes to count as evidence. As such, we argue, it becomes visible that digital spaces of evidence actually make schools real, and, at once, that there are different modes for schools to exist. 相似文献
44.
Mary R. Simons Michael Kerin Morgan Andrew Stewart Davidson 《Journal of the Medical Library Association》2012,100(4):291-296
Question:
Can information literacy (IL) be embedded into the curriculum and clinical environment to facilitate patient care and lifelong learning?Setting:
The Australian School of Advanced Medicine (ASAM) provides competence-based programs incorporating patient-centred care and lifelong learning. ASAM librarians use outcomes-based educational theory to embed and assess IL into ASAM''s educational and clinical environments.Methods:
A competence-based IL program was developed where learning outcomes were linked to current patients and assessed with checklists. Weekly case presentations included clinicians'' literature search strategies, results, and conclusions. Librarians provided support to clinicians'' literature searches and assessed their presentations using a checklist.Main Results:
Outcome data showed clinicians'' searching skills improved over time; however, advanced MEDLINE searching remained challenging for some. Recommendations are provided.Conclusion:
IL learning that takes place in context using measurable outcomes is more meaningful, is enduring, and likely contributes to patient care. Competence-based assessment drives learning in this environment. 相似文献45.
46.
47.
Brody GH Ge X Conger R Gibbons FX Murry VM Gerrard M Simons RL 《Child development》2001,72(4):1231-1246
This study focused on hypotheses about the contributions of neighborhood disadvantage, collective socialization, and parenting to African American children's affiliation with deviant peers. A total of 867 families living in Georgia and Iowa, each with a 10- to 12-year-old child, participated. Unique contributions to deviant peer affiliation were examined using a hierarchical linear model. Community disadvantage derived from census data had a significant positive effect on deviant peer affiliations. Nurturant/involved parenting and collective socialization processes were inversely associated, and harsh/inconsistent parenting was positively associated, with deviant peer affiliations. The effects of nurturant/involved parenting and collective socialization were most pronounced for children residing in the most disadvantaged neighborhoods. 相似文献
48.
AbstractOver the last years, the European Commission has heavily promoted various forms of digital education. In this article, we draw upon two recent European policy documents as key articulations of Europe’s contemporary governing apparatus: Opening Up Education and the Digital Education Action Plan. The article more particularly conceives of both policy documents as offering a point of departure to analyze how this apparatus is presently seeking to enact a specific mode of existence of the contemporary learner. We argue that this educational mode of existence is being enacted by the fabrication of highly specific sorts of time and space. In order to highlight the particularity of the enacted sorts of time and space exemplified in the policy documents, we start this article with a discussion of how a traditional, modern governing apparatus aims to fabricate linear time and institutional space. The article proceeds by arguing that the present-day European governing apparatus that is concerned with digital education fabricates different sorts of times and spaces, namely potential (rather than linear) temporalities and ecological/networked (rather than institutional) spatialities. Likewise, the concrete instruments (such as platforms, portals, credits and certificates) presently adopted in order to do so largely differ from modern instruments. Conclusively, we argue that the presence of these newly emerging (often digital) instruments, and the times and spaces that are fabricated through these instruments, call for an opportunistic mode of existing as a contemporary learner. 相似文献
49.
Abstract In this essay, Maarten Simons and Jan Masschelein reconsider the concepts “educationalization” and “the grammar of schooling” in the light of the overwhelming importance of “learning” today. Doubting whether these concepts and related historical‐analytical perspectives are still useful, the authors suggest the concept “learning apparatus” as a point of departure for an analysis of the “grammar of learning.” They draw on Michel Foucault’s analysis of governmentality to describe how learning has become a matter of both government and self‐government. In describing the governmentalization of learning and the current assemblage of a ”learning apparatus,” Simons and Masschelein indicate how the concept of learning has become disconnected from education and teaching and has instead come to refer to a kind of capital, to something for which the learner is personally responsible, to something that can and should be managed, and to something that must be employable. Finally, the authors elaborate how these discourses combine to play a crucial role in contemporary advanced liberalism that seeks to promote entrepreneurship. 相似文献
50.
The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indicated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation. 相似文献