全文获取类型
收费全文 | 170篇 |
免费 | 4篇 |
专业分类
教育 | 147篇 |
科学研究 | 4篇 |
体育 | 9篇 |
信息传播 | 14篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 1篇 |
2020年 | 5篇 |
2019年 | 6篇 |
2018年 | 16篇 |
2017年 | 3篇 |
2016年 | 11篇 |
2015年 | 4篇 |
2014年 | 11篇 |
2013年 | 36篇 |
2012年 | 2篇 |
2011年 | 8篇 |
2010年 | 16篇 |
2009年 | 10篇 |
2008年 | 6篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 6篇 |
2004年 | 3篇 |
2003年 | 2篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1998年 | 3篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1993年 | 3篇 |
1992年 | 3篇 |
排序方式: 共有174条查询结果,搜索用时 46 毫秒
51.
52.
Atara Sivan Arie Cohen Dennis W. K. Chan Yee Wan Kwan 《Learning Environments Research》2017,20(2):189-198
The Questionnaire on Teacher Interaction (QTI) is a teacher–student relationship measure whose underlying two-dimensional structure is represented in a circumplex model with eight sectors. Using Smallest Space Analysis (SSA), this study examined the circumplex structure of the Chinese version of the QTI among a convenience sample of 731 primary-school students in Hong Kong. The study revealed that the SSA solution fits the circumplex structure of the Model for Interpersonal Teacher Behavior and uncovered a two-dimensional solution yielding five sectors in a clockwise direction: Strict, Leadership-Helpful/Friendly-Understanding, Student Responsibility/Freedom, Uncertain, and Admonishing-Dissatisfied. While the Leadership-Helpful/Friendly-Understanding sector was the largest, the Student Responsibility/Freedom sector was the smallest, with few items constituting it. For the two dimensions, the vertical dimension was named Structure Clarity, with adherence to external structure (Strict sector) at one extreme and lack of structure (Uncertain sector and Student Responsibility/Freedom sector) at the other extreme. The horizontal axis was labelled Attitude Valence, with benevolent valence (Leadership sector, Helpful/Friendly sector and Understanding sector) at one end and malevolent valence (Admonishing sector and Dissatisfied sector) at the other end of the axis. The positioning of the five sectors in the present study is in line with the factor structure that was often found in previous research on the circumplex model. By presenting a somewhat different interpretation of the two dimensions and some additional items, we hope that future research will verify our suggestions across different sociocultural settings. 相似文献
53.
Tammy Rice-Bailey 《Technical Communication Quarterly》2016,25(4):230-243
This qualitative study compares how technical communicators (TCs) and subject matter experts (SMEs) characterize the role and value of the TC. Seven TCs and eight SMEs participated in an investigation of the similarities and differences between the perceptions of these two groups. Key findings are that SMEs perceive of TCs as investigators, educators, and relationship builders; TCs talk about themselves in terms of investigators, interpreters, and audience advocates; and TCs are often uncomfortable discussing their value. 相似文献
54.
Tammy Campbell 《British Educational Research Journal》2022,48(2):371-401
55.
Transferring Personal and Social Responsibility of Underserved Youth to the Classroom 总被引:1,自引:0,他引:1
This report is an evaluation of an in-school mentoring program for 16 underserved elementary youngsters. The goals of the program are related to a Personal and Social Responsibility Model (Hellison, 1995), which focuses on the following: (1) self-control and respect for the rights of others; (2) effort and participation; (3) self-direction; and (4) helping others. Teacher and mentor journals, and student exit interviews, constituted the data sources. Data sources were reviewed and a program-goal matrix was developed to determine the level of performance of each participant. Results of the study indicated that the youngsters were able to apply the goal of effort to learning tasks in the classroom. The club members struggled, however, to transfer some of the other values to the classroom. One particular problematic area was the club members' inability to set personal goals in the classroom setting. 相似文献
56.
Tijs Rotsaert Ernesto Panadero Tammy Schellens 《European Journal of Psychology of Education - EJPE》2018,33(1):75-99
Although previous research has indicated that providing anonymity is an effective way to create a safe peer assessment setting, continuously ensuring anonymity prevents students from experiencing genuine two-way interactive feedback dialogues. The present study investigated how installing a transitional approach from an anonymous to a non-anonymous peer assessment setting can overcome this problem. A total of 46 bachelor’s degree students in Educational Studies participated in multiple peer assessment cycles in which groups of students assessed each other’s work. Both students’ evolution in peer feedback quality as well as their perceptions were measured. The content analysis of the peer feedback messages revealed that the quality of peer feedback increased in the anonymous phase, and that over time, the feedback in the consecutive non-anonymous sessions was of similar quality. The results also indicate that the transitional approach does not hinder the perceived growth in peer feedback skills, nor does it have a negative impact on their general conceptions towards peer assessment. Furthermore, students clearly differentiated between their attributed importance of anonymity and their view on the usefulness of a transitional approach. The findings suggest that anonymity can be a valuable scaffold to ease students’ importance level towards anonymity and their associated need for practice. 相似文献
57.
Research in Science Education - Complex systems affect every part of our lives from the ecosystems that we inhabit and share with other living organisms to the systems that supply our water (i.e.,... 相似文献
58.
59.
Ping Kwan Fok 《Educational Research for Policy and Practice》2016,15(3):209-230
In major curriculum reforms, there are inevitably gaps between design and implementation issues, taking the introduction of liberal studies (LS) into the senior secondary curriculum in Hong Kong as a classic example. The current paper illustrates how the implementation of LS as a compulsory core subject has impacted noticeably on Hong Kong senior secondary education. The LS curriculum setup is somewhat different from traditional subjects due to both the interdisciplinary nature of its design and the conceptions of learning, teaching, and assessment. The current study therefore attempts to portray the delicate balance that exists between the desirability ans feasibility of LS curriculum reform through interviewing members of the working group on the review of the academic structure for senior secondary education and interface with higher education. The study reports that, while LS policy makers considered both desirability and feasibility angles of the LS curriculum in their initial planning, the implementation of the LS public examination and teacher training to support the radical curriculum innovation fell short of expectations. Findings in the study clearly indicate that much more should be taken into account in respect of the dominance of an examination culture as well as teachers’ professional development when making major curriculum design changes. 相似文献
60.
Shirley Matile Ogletree Brad Mason Tammy Grahmann Paul Raffeld 《Communication Research Reports》2013,30(3):307-313
“Powerpuff Girls” (PPG) and “Johnny Bravo” (JB) are two recent additions to cartoon programming on the Cartoon Network. In Study 1 over three‐fourths of 187 elementary school children indicated that they had watched JB and PPG. These children perceived PPG to be significantly more aggressive than JB. In Study 2 two trained, independent raters scored JB, compared to PPG, as more likely to make appearance‐enhancing actions and more likely to use come‐ons while the PPG were more aggressive and more likely to giggle/laugh. Johnny was more likely to be the recipient of aggressive behaviors, rather than be aggressive himself. 相似文献