全文获取类型
收费全文 | 180篇 |
免费 | 5篇 |
专业分类
教育 | 127篇 |
科学研究 | 29篇 |
各国文化 | 2篇 |
体育 | 7篇 |
综合类 | 1篇 |
文化理论 | 2篇 |
信息传播 | 17篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 7篇 |
2020年 | 9篇 |
2019年 | 14篇 |
2018年 | 19篇 |
2017年 | 18篇 |
2016年 | 15篇 |
2015年 | 15篇 |
2014年 | 10篇 |
2013年 | 14篇 |
2012年 | 8篇 |
2011年 | 12篇 |
2010年 | 5篇 |
2009年 | 6篇 |
2008年 | 5篇 |
2007年 | 3篇 |
2006年 | 4篇 |
2005年 | 5篇 |
2004年 | 1篇 |
2003年 | 2篇 |
2001年 | 2篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1985年 | 1篇 |
排序方式: 共有185条查询结果,搜索用时 15 毫秒
121.
122.
The author examines an inquiry-based teaching/learning model involving diverse members of learning communities. A triad of cooperating teachers, student teachers, and a college supervisor engaged in ongoing and purposeful discourse to explore the teacher–learner (expert–novice) reciprocity, school culture and social relations. In their efforts to broaden and deepen their intellectual exchange, they interrogated their own and one another's beliefs, values, and perspectives about who owns knowledge and how knowledge is distributed/shared. This reflective and reflexive process helped to enhance their knowledge, practices, relationships, and practicum experience. 相似文献
123.
Frank Nguyen 《Performance Improvement Quarterly》2009,22(1):95-114
While training has been a proven and heavily relied on intervention to impart job‐enabling information to performers, its ability to have a positive effect on job performance has been demonstrated to diminish over time. One intervention that has been adopted by performance technologists to provide ongoing support is an electronic performance support system (EPSS). The study presented here examined the effect of EPSS and training on user attitudes. Results revealed that participants receiving only EPSS and those receiving training and EPSS had significantly higher attitudes than participants who received only training. Recommendations on how to best combine and implement these performance interventions based on these data are discussed. 相似文献
124.
125.
126.
127.
Much research in the area of pre-service teacher (PST) identity formation has focused on the mentoring relationship between PSTs and their supervising teachers. While this is important to identity formation, interaction with peers is another area that needs to be examined. Using Wenger’s matrix as a theoretical framework, this study aimed to explore how PSTs’ identities are formed during the process of paired placement during the professional experience. Two pairs of PSTs were followed during the four-week professional experience. Data were collected from interviews with the PSTs before, during and after the professional experience. It is clear from this case study that the identity formation of PSTs is enhanced during a paired placement on their first professional experience. This finding has implications for teacher educators who are seeking evidence of the effectiveness of paired placements on the identity formation of PSTs during professional experience. 相似文献
128.
Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First‐Grade Math Achievement 下载免费PDF全文
Beth M. Casey Caitlin M. Lombardi Dana Thomson Hoa Nha Nguyen Melissa Paz Cote A. Theriault Eric Dearing 《Child development》2018,89(1):156-173
The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4½ and 6‐7 years. Observational measures of mother–child interactions (n = 140) were used to examine type of support for numerical concepts. Maternal support that involved labeling the quantities of sets of objects was predictive of later child math achievement. This association was significant for preschool (d = .45) and first‐grade math (d = .49), controlling for other forms of numerical support (identifying numerals, one‐to‐one counting) as well as potential confounding factors. The importance of maternal support of labeling set sizes at 36 months is discussed as a precursor to children's eventual understanding of the cardinal principle. 相似文献
129.
130.
Hyerim Oh Margaret Sutherland Niamh Stack Mar Badia Martín Sheyla Blumen Quoc Anh-Thu Nguyen 《Roeper Review》2019,41(2):88-101
This study explores how secondary school students perceive high-performing potential classmates. A total of 1,794 seventh- and 10th-grade students from five countries completed a questionnaire measuring their expectations of hypothetical male and female high-performing classmates in three categories: intellectual ability, positive social qualities, and popularity. Across the five countries represented in this study, analyses of variance indicated that students did not report negative attitudes toward the three potential characteristics of a hypothetical gifted peer. Vietnamese students in particular reported more positive observations about the hypothetical classmate than their Australian, Peruvian, South Korean, and Spanish counterparts. Differing cross-national attitudes toward high-performing peers and the implications therein are discussed. 相似文献