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61.
Grace Bingham 《Psychology in the schools》1980,17(1):135-139
The career maturity of a private school group of adolescents with learning disabilities was assessed. Significant differences emerged in the affective dimensions but not in the cognitive variables. The implications for career decision making were discussed. 相似文献
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Kendra M. Hall-Kenyon Gary E. Bingham Byran B. Korth 《Early education and development》2013,24(1):25-52
Research Findings: This study investigated the effects of full- and half-day kindergarten programs on classroom instructional quality and children's academic achievement. Considerations were given for how the length of the school day, language status (English language learner [ELL] and non-ELL), and children's attendance patterns influenced achievement. Quantitative and qualitative data were collected concurrently and were interpreted to note the convergence (or lack thereof) of the findings. Quantitative results revealed no difference in the quality of instruction being offered in full- and half-day classrooms. Additionally, full-day kindergarten positively impacted children's academic achievement in literacy but not in mathematics, regardless of children's language status. In regard to language development, ELL children benefited more from full-day kindergarten than did their English-speaking peers, whereas all (ELL and non-ELL) children enrolled in full-day kindergarten made greater language gains when they missed fewer than 10 school days. Practice or Policy: Findings from this study have significant policy and practice implications related to the overall quality, availability, and cultural and developmental appropriateness of kindergarten programming in the United States. 相似文献
65.
Debra Bingham Catherine Ruhl Carolyn Davis Cockey 《The Journal of perinatal education》2013,22(4):189-193
Don’t Rush Me . . . Go the Full 40 is a grassroots public health campaign from the Association of Women’s Health, Obstetric and Neonatal Nursing (AWHONN) that educates women about the physiologic benefits of full-term pregnancy for themselves and their babies. GoTheFull40.com seeks to increase the percentage of women who complete at least 40 weeks of pregnancy, decrease the percentage of women who choose elective induction or elective cesarean surgery, and increase nurses’ and other pregnancy-care providers’ effectiveness in reducing the number of elective inductions and cesarean surgeries. Childbirth educators and other pregnancy providers are asked to share the campaign with women in preconception and prenatal settings to encourage waiting for spontaneous labor leading to full-term births when all is healthy and well with the mother and fetus. 相似文献
66.
Andrea J. Bingham 《Journal of Educational Change》2017,18(4):521-549
In recent years, there has been an increase in the popularity of personalized learning (PL) and educational technology in American K-12 schools. In particular, school models that use technology to deliver personalized learning experiences for students have proliferated. Still, few studies have investigated these phenomena in K-12 contexts, with no studies to date examining the implementation and evolution of PL models over time. Toward closing this gap in the current literature on PL models, this qualitative case study uses Activity Theory to understand how and why a PL school in the United States evolved from its inaugural year through its third year of implementation. Findings indicate that the school exhibited substantive changes in organizational practice rooted in: (1) a disconnect between vision and practice; (2) the implementation of a “No Excuses” model and the school-level prioritization of accountability; and (3) the reprioritization of PL. Implications for educators and organizations interested in developing and implementing PL are discussed. 相似文献
67.
While many embrace balanced literacy as a framework for quality literacy instruction, the way in which teachers operationalise the tenets of balanced literacy can vary greatly. In the present study, 581 teachers in the United States completed questionnaires concerning: (a) their beliefs about literacy skills and literacy instructional strategies that are most essential to reading success; and (b) their implementation of balanced literacy instruction in their classrooms. Results reveal that teachers varied in their implementation of reading and writing routines, with teachers reporting participating less frequently in writing activities. Teachers' implementation of balanced literacy routines varied as a function of the grade level they taught, but not additional certifications or years of experience. In addition, teachers' participation in reading and writing routines was related to their literacy beliefs, particularly their belief in the importance of code‐based literacy skills. 相似文献
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Daniel David Bingham Daniel Parnell Kathryn Curran Roger Jones Dave Richardson 《Soccer & Society》2014,15(6):883-901
Fit Fans was a men’s health promotion intervention delivered within an English Premier League Football Club (2010–2011), which aimed to support the local community dwelling older men in lifestyle promotion (physical activity [PA], diet and well-being). The purpose of this study was to provide a reflexive account of a practitioner and the needs of participants. Seven men (mean age 58?years) attended weekly PA and lifestyle sessions over an eight-month period. Baseline physiological measurements included body mass index, resting blood pressure and abdominal girth. Principles of ethnography and observational research (i.e. field notes, reflective diary) were adopted by the practitioner. Unexpectedly, the cohort exhibited a range of serious diagnosed illnesses that challenged the practitioner’s skill base and experience in the delivery of the intervention. Reflections of the practitioner and the stories of the progression that participants made add insight to future football in the community programmes. 相似文献
69.
Charles Bingham 《Educational theory》2006,56(3):325-344
A bstract . Social struggles that turn on race, gender, and sexuality are struggles for recognition. At least, this has been a widespread assumption for decades. Yet this assumption has come under critique of late. In this essay, Charles Bingham looks into the debate that surrounds the recognitive paradigm. He looks both at the general (noneducational) debate, and then at the more specific educational debate around recognition. He concludes by highlighting the practical contributions that educators bring to recognitive discourse. Such practical contributions are missing from the more general debate as it has been articulated by cultural theorists. Educational thought adds a significant, and particularly useful, dimension to discussions surrounding the recognitive assumption. 相似文献
70.
Most of us, and our students, share our problems with our closest friends. But what happens when rehashing problems is all that we do with them? Juliette Landphair and Teri Preddy explain that this is co‐rumination, and though it can feel comforting, it exacts high emotional costs. 相似文献