全文获取类型
收费全文 | 117篇 |
免费 | 3篇 |
专业分类
教育 | 89篇 |
科学研究 | 1篇 |
各国文化 | 3篇 |
体育 | 8篇 |
信息传播 | 19篇 |
出版年
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 2篇 |
2018年 | 13篇 |
2017年 | 12篇 |
2016年 | 12篇 |
2015年 | 3篇 |
2014年 | 5篇 |
2013年 | 23篇 |
2012年 | 1篇 |
2011年 | 7篇 |
2010年 | 2篇 |
2009年 | 4篇 |
2008年 | 3篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2004年 | 4篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2001年 | 2篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1981年 | 1篇 |
排序方式: 共有120条查询结果,搜索用时 62 毫秒
81.
Julie P. Combs John R. Slate George W. Moore Rebecca M. Bustamante Anthony J. Onwuegbuzie Stacey L. Edmonson 《The Urban Review》2010,42(5):441-457
In this study, the authors investigated the extent to which boys and girls differed in their college-ready performance in
reading, in math, and in both subjects for the 2006–2007 school year for the state of Texas (n = 1,099 high schools). Also examined were the extent to which boys and girls differed in their performance on the Scholastic
Assessment Test (SAT) and the American College Test (ACT) for the 2005–2006 and 2006–2007 school years. Differences in criterion
scores, as well as how many boys and girls actually took these exams, were examined in addition to their average scores. Statistically
significant differences were present between the college-ready scores of boys and of girls in reading, math, and in both subject
areas. Of special note is that less than one-third of all students were deemed to be college-ready in both subject areas.
Statistically significant differences also were revealed between boys and girls in the percentage taking the SAT or ACT, in
the percentage meeting the SAT or ACT criterion, and in their SAT average scores, but not in their ACT average scores. Implications
of these findings are discussed. 相似文献
82.
Simon M. Rosalie Weng I. Tang Andrew S. McIntyre Stacey Stockman Craig King Cameron Watkins 《Journal of sports sciences》2018,36(21):2455-2463
Analysing player kinematics during a match using “gold-standard” 3D video-based motion analysis techniques is a difficult prospect indeed. The development of small, wireless, wearable sensors offers the potential to reduce the challenges of measuring kinematics during match-play without hindering performance. The present study examined the viability of using wireless tri-axial accelerometers to examine whether key performance measures of drag flicks executed by expert specialist drag-flickers are predicted by the kinematics of the striking phase. Linear mixed models were used to examine whether the speed and accuracy of players’ drag flicks were predicted by the duration of stick-ball contact, and the kinematics of the lead lower limb at stick-ball contact and ball release. Results revealed that stick and lead lower limb kinematics significantly predicted shot accuracy but not shot speed. Shorter drag-time predicted more accurate flicks (p = 0.03) as did a more vertical leg at stick-ball contact (p = 0.016) and a more horizontal thigh at ball release (p = 0.001). This may indicate that there are more ways to produce fast drag flicks than accurate ones. This study illustrates that wireless tri-axial accelerometers can be used on-field to measure the effects of kinematics on key performance measures. 相似文献
83.
Caroline Bardini Robyn U. Pierce Kaye Stacey 《International Journal of Science and Mathematics Education》2004,2(3):353-376
This study analyses some of the consequences of adopting a functional/modelling approach to the teaching of algebra. The teaching of one class of 17 students was observed over five weeks, with 15 students undertaking both pre- and post-tests and 6 students and the teacher being interviewed individually. Use of graphics calculators made the predominantly graphical approach feasible. Students made considerable progress in describing linear relationships algebraically. They commented favourably on several aspects of learning concepts through problems in real contexts and were able to set up equations to solve contextualised problems. Three features of the program exerted a triple influence on students use and understanding of algebraic symbols. Students concern to express features of the context was evident in some responses, as was the influence of particular contexts selected. Use of graphics calculators affected some students choice of letters. The functional approach was evident in the meanings ascribed to letters and rules. Students were very positively disposed to the calculators, and interesting differences were observed between the confidence with which they asked questions about the technology and the diffidence with which they asked mathematical questions.
Kaye Stacey: Author for correspondence. 相似文献
84.
Stacey B. Griner Erika L. Thompson Cheryl A. Vamos Rachel Logan Coralia Vázquez-Otero Ellen M. Daley 《Sex education》2017,17(6):647-666
Sexually transmitted infections (STIs) may be prevented through the use of barrier methods, but rates of use among US college students are low. Previous research focuses on individual-level factors influencing barrier method use, but few studies consider community-level influences. This study examined consistency of barrier use by college institutional characteristics including region, enrolment, control (public or private), locale, type, or religious-affiliation. Data from the Autumn 2013 US National College Health Assessment-II (n?=?13,400; 57 colleges) were analysed. Prevalence ratios were calculated for consistent barrier method use during vaginal, oral and anal sex. Consistent barrier use during vaginal sex was associated with enrolment at a college in the Northeast, compared to the West (aPR: 1.16 [95%CI 1.01–1.29], p = 0.04), and enrolment at larger institutions compared to smaller colleges. Attending a private college or university was associated with more consistent barrier method use during vaginal sex and anal sex compared to those attending a public college or university. Findings demonstrate differences in barrier method use by institutional-level factors, and future research should consider the role of the college community. US college-based health promotion should include barrier method interventions at multiple levels if STIs are to be reduced. 相似文献
85.
Akihiko Masuda Bradly L. Goodnight Stacey Y. Ng L. Ward Schaefer Erin C. Tully Wing Yi Chan Chad E. Drake 《International journal for the advancement of counseling》2017,39(2):188-201
Help-seeking stigma is considered a major obstacle to seeking professional psychological services in Asian American college women. Informed in part by objectification theory and the psychological flexibility model of behavior change, the present cross-sectional study examines the role of disordered eating cognition and psychological inflexibility in help-seeking stigma among a sample of Asian American college women (N = 257). More specifically, this study examined whether disordered eating cognitions and psychological inflexibility would mediate the association between psychological distress and stigma tolerance for seeking psychological services in this group. Results revealed that both greater disordered eating cognition and greater psychological inflexibility were associated with lower stigma tolerance, and each of them uniquely mediated the association between greater psychological distress and lower stigma tolerance. These findings suggest that disordered eating cognitions and avoidance-based coping and beliefs may contribute to help-seeking stigma and its association with psychological distress. Limitations of the study and the directions of future research are discussed. 相似文献
86.
Kaye Stacey Sue Helme Vicki Steinle Annette Baturo Kathryn Irwin Jack Bana 《Journal of Mathematics Teacher Education》2001,4(3):205-225
In this study we investigated preservice elementary school teachers' content knowledge and pedagogical content knowledge of
decimal numeration. The preservice teachers completed a decimal comparison test, marked items they thought would be difficult
for students, and explained why. Only about 80 percent of the sample tested as experts, indicating that a significant proportion
of preservice teachers have inadequate content knowledge of decimals. Confusion about the size of decimals in relation to
zero was a significant and unexpected difficulty, leading to concerns about the fragmentary nature of the preservice teachers'
knowledge. Most preservice teachers were aware of longer-is-larger misconceptions in students, but had little awareness of
shorter-is-larger misconceptions. Preservice teachers' explanations for the reasons students might have difficulty demonstrated
that many are good at identifying features that make comparisons difficult but less able to explain why these cause trouble.
Results point to the need for teacher education to emphasise content knowledge that integrates different aspects of number
knowledge, and pedagogical content knowledge that includes a thorough understanding of common difficulties.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
87.
Stacey Blackman 《Journal of Research in Special Educational Needs》2011,11(3):178-185
The transformative potential of pupils' voices is well documented in past research by Pedder and McIntyre; and Cooper and McIntyre. In this qualitative research, I utilise a social constructivist framework by Vygotsky to ask pupils with dyslexia about the kinds of teacher strategies that they find helpful to their learning at secondary school in Barbados. This study utilised direct observations and individual interviews as part of a multiple case study strategy of 16 pupils with dyslexia from two secondary schools in Barbados. Findings suggest that there are regular teachers' strategies like more detailed explanations, demonstrations, drama and role play, storytelling, asking questions and enquiry‐based approaches that pupils find facilitative of their learning. This research is guided by the following questions: (1) what do pupils mean when they refer to teacher strategies as helpful?; and (2) what pedagogical approaches do pupils with dyslexia find helpful to their learning at secondary school? 相似文献
88.
Meghan Stacey 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):782-793
This paper seeks to understand the construction of teachers within one New South Wales education policy, querying this construction in relation to both local and international processes and factors. As such, it also looks to contribute to a growing body of international literature which grapples with the role and nature of neoliberal policy development in education more broadly. To accomplish this, the paper analyses Great Teaching, Inspired Learning (GTIL), a policy with wide-ranging and potentially significant ramifications for teachers. Ultimately it is argued that although aspects of neoliberal thinking are evident in the policy, particularities of context have mediated this push. It is suggested that this has led to a particular neoliberalisation of policy that variously targets and supports individual teachers and the systems and structures surrounding them, while the place of GT IL within both local state politics and the global imaginary is questioned. 相似文献
89.
Krista M. Malott Stacey Havlik Lyda Holguín Palacios Colleen Contrisciane Lewis 《Multicultural Perspectives》2014,16(3):133-140
The purpose of this study was to examine the experiences of White counseling students who facilitated a group intervention with Latino adolescents. A phenomenological approach revealed several challenges experienced by the counselors in working across race and culture. Two major themes that emerged from the analysis included counselors’ lack of cultural knowledge and the presence of White racial bias. These experiences engendered the counselors’ self-doubt regarding their abilities to work effectively across culture. Suggestions for training and supporting future professionals in work across race and ethnicity are included, with examples of supervisory responses to learner’s biased statements. 相似文献
90.
Victoria A. Roach Misa Mi Jason Mussell Sonya E. Van Nuland Rebecca S. Lufler Kathryn M. DeVeau Stacey M. Dunham Polly Husmann Hannah L. Herriott Danielle N. Edwards Alison F. Doubleday Brittany M. Wilson Adam B. Wilson 《Anatomical sciences education》2021,14(3):317-329
Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969–2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (rpooled = 0.240; CI at 95% = 0.09, 0.38; P = 0.002). Performance on spatial and relationship-based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non-spatial multiple-choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability. 相似文献