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Emily J. Solari Tricia A. Zucker Susan H. Landry Jeffrey M. Williams 《Early education and development》2016,27(7):1060-1076
With increased demand for improved early childhood education services, it is important to better understand the essential professional development resources that have the greatest impact on both teacher and child outcomes. This study compared the effectiveness of two teacher-training models in bilingual Migrant and Seasonal Head Start and Head Start classrooms. Both conditions included the use of a technology-based student progress-monitoring tool. The progress monitoring provided detailed feedback on students’ progress 15 across the academic year and helped organize instructional groupings. The comprehensive treatment condition included biweekly professional development sessions, in-class mentoring, and provision of classroom materials, whereas the treatment-control condition included only the provision of a limited set of classroom materials. Across multiple sites in Texas, 49 pretest and posttest teacher observations and bilingual child assessments were collected on a subsample of students (n = 387). Research Findings: Improvements in teaching behaviors were observed in both experimental conditions; no significant differences were observed between teachers across conditions. Three measures of child language and literacy growth differed significantly, favoring the comprehensive treatment model, but most outcomes did not differ significantly between groups. Practice or Policy: Implications of these mixed findings and future research directions are discussed. 相似文献
13.
Aitken (1999) argues that, in a simultaneous discrimination, reports of the transfer of value from the positive to the negative stimulus can be more readily explained in terms of an artifact produced by the procedure in which differential inhibition accrues to the negative test stimuli during training, together with stimulus generalization (similarity between the positive and negative stimuli). We argue that (1) there is little evidence for differential inhibition, and it often occurs in the wrong direction; (2) value transfer can be demonstrated when differential value is established to the positive stimuli afterdiscrimination training, when differential inhibition is not likely to be a factor; and (3) on both logical and empirical grounds, stimulus similarity does not provide an adequate account of the transfer of value from the positive to the negative stimulus (i.e., the strongest evidence for value transfer occurs when there is least stimulus similarity). We propose that value transfer occurs whenever there is relatively little experience with the negative stimuli. However, when there is extended experience with the negative stimuli, contrast will be found. 相似文献
14.
Matthew J. Mayhew Tricia A. Seifert Ernest T. Pascarella Thomas F. Nelson Laird Charles F. Blaich 《Research in higher education》2012,53(1):26-46
The purpose of this paper was to determine the effects of deep approaches to learning on the moral reasoning development of
1,457 first-year students across 19 institutions. Results showed a modest positive relationship between our measures of deep
approaches to learning and moral reasoning at the end of the first year of college even after controlling for precollege moral
reasoning. After accounting for a host of demographic and relevant student characteristics and for the natural clustering
of students, we found that the integrative learning subscale, which captures students’ participation in activities designed
to integrate information from varied sources and diverse perspectives, positively affected moral reasoning among first-year
students. Implications for researchers and practitioners are discussed. 相似文献
15.
Tricia Ryan 《TechTrends》2002,46(4):44-48
The process of constructing A Portrait of Academic Life web resource has included careful evidence gathering and analysis
of student performance necessary to assess learning and give useful feedback to increase the students’ ability to use information
effectively in education. The students, too, develop self-assessment and reflective skills as they create online research
portfolios. The online resources model new technologyenhanced strategies for teaching and learning that support standards-based
teacher education programs in higher institutions. Other artifacts contained in A Portrait of Academic Life include digital
video vignettes of students actively completing course assignments and reflecting on the learning process, and instructor
reflections on teaching strategies to improve learning outcomes. As a culminating course activity, students showcase their
online research portfolios at a gallery walk. The students were tremendously excited to present the wealth of information
they have so carefully collected using the powerful technology tools available for their use in the teacher education program
at Towson University. The innovation and originality presented in the form of student online research portfolios offered fresh
perspectives to the honored guests. Likewise, it will enormously help students and faculty to see examples of the process
of transforming traditional research papers into rich, informative online research portfolios. 相似文献
16.
Susan F. Ruby Tricia Crosby-Cooper Michael L. Vanderwood 《Journal of educational and psychological consultation》2013,23(3):233-258
Social skills training interventions have been used extensively for remediating interpersonal deficits of children and adolescents. These interventions represent an essential component of school curricula for at-risk and handicapped students, and have been incorporated into treatment programs for youngsters receiving services in psychiatric hospitals or clinics, residential facilities, and correctional institutions. As the degree of specialized knowledge necessary to effectively implement social skills training programs increases, the need for consultation services becomes more acute. Specific functional relationships among child characteristics, target behaviors, and interventions, for instance, must be analyzed with respect to ecological parameters and constraints. In this article, I discuss the use of consultation for conceptualizing and implementing social skills training with youngsters. Integrating consultation into social skills training requires developing a dynamic and collaborative relationship with practitioners. Current issues and misconceptions pertinent to social skills training are proffered in order to enhance consultant's role as problem solver and to ensure treatment integrity. This article also delineates the nexus among assessment information, target behavior selection, and intervention factors that are considered essential for providing comprehensive and effective social skills training. 相似文献
17.
Tricia Giovacco-Johnson 《Early Childhood Education Journal》2009,37(2):127-135
This article describes an innovative practice in family involvement developed by one early care and education center engaged
in professional development. The Hopes and Dreams Project documented family involvement in children’s lives and education
through the pairing of pictures and narratives about their lives, histories, priorities, goals, and responsibilities with
the school community. Narrative inquiry was a powerful method for increasing understanding of complexity of family involvement.
Findings showed that families’ priorities in forming partnerships included the importance in belonging to the community, being
involved in their children’s lives and education, experiencing diversity, and experiences in childhood for children’s futures.
This research supports the importance of redefining family partnerships in early care and education in a manner that is inclusive
of family values and priorities. The implications are that early care and education providers have an important role in developing
and defining involvement practices that empower families and educate professionals. 相似文献
18.
Tricia A. Zucker Laura M. Justice Shayne B. Piasta Joan N. Kaderavek 《Early childhood research quarterly》2010
This study examined the extent to which preschool teachers used literal and inferential questions during classroom-based shared reading. Specific foci included (a) investigating the association among the level of literal or inferential language in the text, teachers’ text-related questions, and children's responses using sequential analysis, and (b) examining the relation between teachers’ inferential questioning and children's vocabulary outcomes. Participants included 25 preschool teachers and 159 four-year-old children. Teachers videotaped their whole-class shared reading of an informational narrative text. Teachers and children's extratextual talk was analyzed and children completed standardized vocabulary assessments in fall and spring of the academic year. When reading this informational narrative text, teachers posed, on average, slightly more inferential questions than literal questions. Significant sequential associations were observed between the level of teachers’ questions and child responses, with inferential questions consistently eliciting inferential child responses. Few characteristics of teachers’ questions were associated with children's vocabulary outcomes. Results suggest that preschool teachers can use inferential questioning to encourage children to participate in conversation at complex, inferential levels; informational texts appear to provide a successful context for this inferential discourse. Implications for teachers and allied professionals are discussed. 相似文献
19.
In a simultaneous discrimination involving a positive (S+) and a negative (S−) stimulus, positive value appears to transfer from the S+ to the S−. However, negative value does not appear to transfer from the S− to the S+. Instead, when sufficient experience with the contingencies associated with responding to the S− is provided, it appears that the presence of the S− enhances the value of the S+ (i.e., a contrast effect is found). The purpose of the present experiments was to further examine the influence of the S+ on the S− in a simultaneous discrimination (between subjects in Experiment 1 and within subjects in Experiment 2). In both experiments, we found that under typical training conditions, given little direct experience with the value of the S−, value transfers from the S+ to the S−. If sufficient experience with the value of the S− is provided, however, contrast between the S+ and the S− can be demonstrated. Thus, in a simultaneous discrimination, value transfer from the S+ to the S− depends on the animal’s having responded relatively little to the S−. 相似文献
20.
A perturbation paradigm was employed to assess 3- and 6-month-old infants' and their mothers' sensitivity to a 3-s temporal delay implemented in an ongoing televised interaction. At both ages, the temporal delay affected infant but not maternal behavior and only when implementing the temporal delay in maternal (Experiment 1, N=64) but not infant (Experiment 2, N=60) behavior. In addition, the experimental manipulation influenced promptness of maternal smiling responses reliably more than promptness of infant smiling responses. The findings suggest that the timing of maternal behavior plays an important role in infants' perception of maternal responsiveness, whereas mothers seem to monitor general aspects of infant behavior such as overall level of engagement. 相似文献