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K. Richard Young Daniel P. Morgan Terri Jo Peterson William R. Jenson 《Psychology in the schools》1988,25(2):164-174
The purpose of this study was to test the effectiveness of an instructional package designed to teach conversation skills to behaviorally disordered children. A multiple baseline design with a reversal was employed to assess the effectiveness of this package. Six children were taught in two groups of three. The teachers were taught to use the package prior to implementation to insure standardization across both groups. Data were collected in a contrived setting with a peer trained as a conversant. Observation also took place in the school cafeteria to assess generalization of the training to a naturalistic setting. Social validation data were collected from teachers and children to evaluate their impressions of the instructional package. Results indicated that the instructional package was effective in increasing conversational skills above baseline levels in all children and in both settings. 相似文献
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Terri L. Kurz Ivana Batarelo James A. Middleton 《Educational technology research and development : ETR & D》2009,57(4):461-485
Video cases are becoming more and more prevalent throughout the United States to assist in the development and growth of preservice teachers’ instruction. This research investigates the perspectives of preservice teachers and their naïve understandings of the kinds of learning and assistance video cases can provide in their methodology courses. Personal Construct Theory was used to uncover participants’ perceptions of their needs in terms of curriculum content of video cases. Hierarchical cluster analysis revealed six distinct clusters which serve as themes for discussing the early needs of preservice teachers and how video cases might be configured to address these perceived needs. Results reveal that preservice teachers’ beliefs, though naïve, do reflect the research on the actual needs of teachers in their first years of induction and support. Perhaps if preservice teachers’ predilections are examined, this data can help guide the future implementation of video cases in their university courses. 相似文献
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After interacting with a Best Practices video case whole class and individually, preservice teachers were asked to reflect
on what features they deemed helpful. In addition, they were asked to reflect on what additional features they would find
desirable. The constant comparative method was used to analyze the data (Glaser, 1965). Three features were considered constructive: (1) modeling of teaching techniques (2) supplemental materials to support
the video case and (3) observing classroom management. Concerning additional features, they wanted (1) an analysis of the
lesson (2) improvements in technology and editing and (3) extended video case selections. The expressed features can guide
the creation and use of video cases in preservice teachers’ education by providing direction for integration and development. 相似文献
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This study applies Eysenck's (1967) and Buck's (1984) psychophysiological theories of anxiety development to explain individual differences in anticipatory anxiety and rate of adaptation during public speaking. Sensitivity to anxiety creating stimuli predispose individuals to either an internalizing or externalizing affect management strategy. Because social conditioning and neurological processes combine to create anxiety, internalizing individuals are more responsive to punishment and are more likely to appraise an anxiety‐provoking situation as threatening than are externalizers. However, their overall conditionability permits internalizers to adapt to speaking situations more rapidly than their externalizing counterparts who are less susceptible to negative reinforcement. The findings are reviewed in light of various phobia reducing treatment strategies, such as flooding, systematic desensitization, and cognitive appraisal therapy. 相似文献
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ABSTRACT The Library 2.0 movement emerged as a response to the technologies and concepts in the Web 2.0 movement and has been taking the library world by storm. Web 2.0 takes the stagnant Web 1.0 and makes it more user-driven, collaborative, participatory, and personalized. Library 2.0 takes the tools of Web 2.0 and moves them into a library setting with libraries that are user-centered, networking faculty, students, and librarians to create a vital and evolving organization designed to meet the needs of the current information culture. Library 2.0 is especially relevant to institutions providing services to off-campus students. Many students taking courses remotely have full-time jobs and busy lives beyond their coursework. Providing those students with a customizable, personalized, and collaborative library assists in their success as a student. Using Web 2.0 technologies and other social networking tools in the library setting brings the library to our users, making them more relevant in today's information society. 相似文献
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