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141.
Fisher Marni E. Dorner Meredith A. Maghzi Kimiya Sohrab Achieng-Evensen Charlotte Whitaker Leslie C. Hansell Frances St. Amant James Gapinski Susan M. 《Prospects》2021,51(1-3):523-540
PROSPECTS - Using prismatic inquiry, a team of researchers documented a variety of personal experiences that spanned elementary through higher education, with the goal of determining what helped... 相似文献
142.
Rose M. Marra Fran Arbaugh John Lannin Sandra Abell Mark Ehlert Rena Smith Dominike Merle-Johnson Meredith Park Rogers 《International Journal of Science and Mathematics Education》2011,9(4):793-816
Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success
is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations.
A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In
this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship
between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results
provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing
participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation
characteristics are related to PD outcomes, as well as points to the value of a “balanced” orientation where both content
and pedagogy are addressed in equal parts. 相似文献
143.
H V Meredith 《Child development》1975,46(3):603-610
A twofold synopsis is presented on human developmental anatomy prior to birth. The first portion of the paper focuses on conceptual perspective and the second part on factual understanding. Section 1 gives an overview of the wide assortment of somatic changes manifested in the prenatal segment of human ontogeny; it illustrates alterations occurring in number, kind, location, size, and shape of body components. Section 2 presents a chronological panorama of human anatomical modifications during prenatal life; it traces somatic changes from "zygote to embryo", from "embryo to fetus", and during "the fetal period". 相似文献
144.
Anne Meredith 《Cambridge Journal of Education》1995,25(2):175-187
This exploratory article seeks to map out some possible practical limitations of Shulman's notion of pedagogical content knowledge and the associated concept of pedagogical reasoning. Interview extracts are used to illustrate the argument that the views and prior knowledge of a trainee teacher of mathematics may subtly shape what is learned in the context of training. It is suggested that representations of mathematics and mathematics teaching, originating in the trainee's own learning, might be concomitant with the development of a particular style of pedagogical reasoning which then determines the type of pedagogical content knowledge that is acquired. Shulman's framework is useful for understanding the trainee's learning, but insufficient to cover a broader range of pedagogical knowledge that might be deemed desirable in the trained teacher. It is suggested that a wider framework, extending pedagogical content knowledge to incorporate alternative forms of teaching, is needed. 相似文献
145.
Meg White Corine Meredith Brown Laurel L. Byrne Lorraine C. Ricchezza 《The Educational forum》2017,81(1):18-34
To be an effective urban educator requires teachers to understand the contextual factors of students, the school, and the community, and their cumulative effects on learning. Urban teacher academies support a better understanding of urban classrooms and challenge stereotypes of the urban context. The focus of this study was to compare participants' perceptions of urban settings before and after 2 weeks spent at an urban teacher academy for high school students. 相似文献
146.
Meredith J. Greene 《Roeper Review》2013,35(2):66-72
Research on career development and counseling for gifted and talented students primarily has focused on the recurring themes of multipotentiality, career needs of females, perfectionism, and early cognitive and vocational maturity. A review of current literature, however, indicates that new perspectives on traditional concepts are needed in order to provide appropriate and adequate career counseling to all gifted and talented students. This article gives an overview of the existing issues, identifies areas for further research, and recommends an agenda for change in the nature of career counseling for the gifted and talented. 相似文献
147.
Previous research suggests that presenting redundant nonverbal semantic information in the form of gestures and/or pictures may aid word learning in first and foreign languages. But do nonverbal supports help all learners equally? We address this issue by examining the role of gestures and pictures as nonverbal supports for word learning in a novel (e.g. original/pretend) language in a sample of 62 preschoolers who differ in language abilities, language background, and gender. We tested children’s ability to learn novel words for familiar objects using a within-subjects design with three conditions: word-only; word + gesture; word + picture. Children were assessed on English translation, immediate comprehension and follow-up comprehension 1 week later. Overall performance on the tasks differed by characteristics of the learners. The importance of considering the interplay between learner characteristics and instructional strategies is discussed. 相似文献
148.
Martha C. Bial Irene A. Gutheil Meredith Hanson Linda White-Ryan 《Journal of Teaching in Social Work》2013,33(1):121-131
This article reports on a project to sensitize graduate social work students taking courses in substance abuse to the needs of older adults. Graduate social work students at a major urban school of social work in the Northeast were recruited and trained to interview older adults with a history of substance abuse problems regarding their life experiences. The authors developed educational vignettes based on the interviews and curriculum units based on these vignettes to be incorporated into the substance abuse curriculum. The challenges and rewards of engaging students in the process of developing educational vignettes based on older adults lived experiences are also discussed. 相似文献
149.
Cornelis J. de Ruiter Vana Hutter Chris Icke Bart Groen Anne Gemmink Hiltsje Smilde 《Journal of sports sciences》2013,31(2):166-174
Abstract We hypothesized that imagery training would improve the fast onset of neuromuscular activation and thereby fast knee extensor isometric torque development. Forty young healthy participants, not involved in strength training, were assigned to one of four groups: physical training, imagery training, placebo training or control. The three training groups had three 15 min sessions per week for 4 weeks, with a 90° knee angle but were tested also at 120°. At 90° knee angle, maximal torque increased (~8%) similarly in all three training groups. The torque–time integral (contractile impulse) over the first 40 ms after torque onset (TTI40) increased (P < 0.05) after physical training (by ~100%), but only at 90°. This increase was significantly different from the delta values (change pre to post) in the control and placebo groups, whereas delta values in the imagery group were similar to those in the placebo group. The increases in TTI40 following physical training were related (r 2 = 0.81, P < 0.05) to significant increases of knee extensor rectified surface EMG at torque onset (EMG40). In conclusion, only physical training led to a knee angle specific increase of contractile impulse that was significantly different from placebo and controls and that was related to improved onset of neuromuscular activation. 相似文献
150.
de Ruiter CJ Hutter V Icke C Groen B Gemmink A Smilde H de Haan A 《Journal of sports sciences》2012,30(2):166-174
We hypothesized that imagery training would improve the fast onset of neuromuscular activation and thereby fast knee extensor isometric torque development. Forty young healthy participants, not involved in strength training, were assigned to one of four groups: physical training, imagery training, placebo training or control. The three training groups had three 15 min sessions per week for 4 weeks, with a 90 ° knee angle but were tested also at 120 °. At 90 ° knee angle, maximal torque increased (-8%) similarly in all three training groups. The torque-time integral (contractile impulse) over the first 40 ms after torque onset (TTI40) increased (P < 0.05) after physical training (by -100%), but only at 90 °. This increase was significantly different from the delta values (change pre to post) in the control and placebo groups, whereas delta values in the imagery group were similar to those in the placebo group. The increases in TTI40 following physical training were related (r (2) = 0.81, P < 0.05) to significant increases of knee extensor rectified surface EMG at torque onset (EMG40). In conclusion, only physical training led to a knee angle specific increase of contractile impulse that was significantly different from placebo and controls and that was related to improved onset of neuromuscular activation. 相似文献