全文获取类型
收费全文 | 190篇 |
免费 | 3篇 |
专业分类
教育 | 119篇 |
科学研究 | 10篇 |
各国文化 | 2篇 |
体育 | 18篇 |
文化理论 | 3篇 |
信息传播 | 41篇 |
出版年
2022年 | 2篇 |
2021年 | 1篇 |
2019年 | 6篇 |
2018年 | 10篇 |
2017年 | 6篇 |
2016年 | 11篇 |
2015年 | 2篇 |
2014年 | 7篇 |
2013年 | 48篇 |
2012年 | 4篇 |
2011年 | 5篇 |
2010年 | 4篇 |
2009年 | 2篇 |
2008年 | 3篇 |
2007年 | 1篇 |
2006年 | 3篇 |
2005年 | 2篇 |
2004年 | 6篇 |
2003年 | 2篇 |
2002年 | 2篇 |
2001年 | 6篇 |
2000年 | 11篇 |
1999年 | 4篇 |
1998年 | 6篇 |
1997年 | 1篇 |
1995年 | 2篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 4篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1959年 | 2篇 |
1951年 | 1篇 |
1921年 | 1篇 |
1920年 | 1篇 |
1917年 | 1篇 |
1912年 | 2篇 |
排序方式: 共有193条查询结果,搜索用时 15 毫秒
41.
Paola Iannone Matthew Inglis Juan Pablo Mejía-Ramos Adrian Simpson Keith Weber 《Educational Studies in Mathematics》2011,77(1):1-14
Many mathematics education researchers have suggested that asking learners to generate examples of mathematical concepts is
an effective way of learning about novel concepts. To date, however, this suggestion has limited empirical support. We asked
undergraduate students to study a novel concept by either tackling example generation tasks or reading worked solutions to
these tasks. Contrary to suggestions in the literature, we found no advantage for the example generation group on subsequent
proof production tasks. From a second study, we found that undergraduate students overwhelmingly adopt a trial and error approach
to example generation and suggest that different example generation strategies may result in different learning gains. We
conclude by arguing that the teaching strategy of example generation is not yet understood well enough to be a viable pedagogical
recommendation. 相似文献
42.
43.
44.
Keith Weber Carolyn Maher Arthur Powell Hollylynne Stohl Lee 《Educational Studies in Mathematics》2008,68(3):247-261
In the mathematics education literature, there is currently a debate about the mechanisms by which group discussion can contribute
to mathematical learning and under what conditions this learning is likely to occur. In this paper, we contribute to this
debate by illustrating three learning opportunities that group discussions can create. In analyzing a videotaped episode of
eight middle school students discussing a statistical problem, we observed that these students frequently challenged the arguments
that their colleagues presented. These challenges invited students to be explicit about what mathematical principles, or warrants,
they were implicitly using as a basis for their mathematical claims, in some cases recognize the modes of reasoning they were
using were invalid and reject these modes of reasoning, and in other cases, attempt to provide deductive support to justify
why their modes of reasoning were appropriate. We then describe what social and environmental conditions allowed the discussion
analyzed in this paper to occur.
相似文献
Keith WeberEmail: |
45.
Over the last several decades, instructional communication scholars have studied and measured student motivation as an important learning outcome. Unfortunately, this research has lacked theoretical guidance and has treated student motivation as a construct that varies only in quantity, ignoring existing theory that suggests student motivation is best understood as a construct that differs in quality (i.e., intrinsic motivation). To create two new measures that incorporate theoretical explanations of student motivation, three studies (N = 1,067) were undertaken using self-determination theory (SDT) to operationalize students’ intrinsic motivation as a product of basic psychological need satisfaction. In the first two studies, the Student Psychological Needs Scale and the Intrinsic Motivation to Learn Scale were developed and validated. In the third study, parallel mediation analyses supported SDT’s prediction that the fulfillment of students’ psychological needs (i.e., autonomy, competence, relatedness) would mediate the relationship between personalized education practices and intrinsic motivation to learn. 相似文献
46.
The take home test was compared with the conventional closed and open book tests at the college level. It was found that scores on knowledge items were significantly higher with the take home test, and that additional time spent looking up answers was important. An additional factor was the level of anxiety, perceived by students to be less with the take home test. Rampant cheating does not appear to be a problem with take home tests. 相似文献
47.
State Policy and the Affordability of Public Higher Education: The Influence of State Grants on Persistence in Indiana 总被引:1,自引:0,他引:1
The coordination of state finance strategies has been widely advocated as a means of maintaining affordability in public colleges and universities. This article examines the influence of state grants on equalizing opportunity for persistence among full-time resident students in Indiana's public system of higher education. The findings indicate that the state has maintained a commitment to a balanced approach to higher education finance, with increases in state grants that corresponded with tuition increases in the middle 1990s. This investment has been sufficient to equalize opportunity to persist. 相似文献
48.
Digital transformation continues to impact the news industry and news organizations are adapting accordingly through shifts in required skills and prescribed job positions of journalists. In order to examine the changing nature of the modern journalist, a case study was conducted examining the employment histories of New York City journalists (n?=?3587). Social network analysis was used to better understand the career trajectories of journalists within the dataset, with a specific focus on understanding the development of new jobs for journalists in data, analytic, social, and mobile-oriented job positions. Findings demonstrate important differences between traditional employment patterns and those of employees in jobs requiring new skills and knowledge of new technology. 相似文献
49.
Kathryn Rhoads Iuliana Radu Keith Weber 《International Journal of Science and Mathematics Education》2011,9(4):999-1022
Nine prospective secondary mathematics teachers were interviewed about their teaching internship experience. The results of
these interviews revealed that 7 of the 9 participants professed to value reform-oriented teaching and conceptual understanding
in mathematics, yet all were paired with cooperating teachers who seemed to value traditional instruction and procedural understanding
in mathematics. We explored the reasons that some of these student interns had positive experiences with their cooperating
teachers and university supervisors while others had negative experiences. We found that the participants valued (a) critical
feedback that was constructive and contained concrete recommendations for improvement, (b) freedom to use their own teaching
methods, and (c) a friendly and supportive relationship with their mentors. The differing teaching philosophies of student
teachers and their cooperating teachers contributed to negative experiences only when student teachers were not allowed freedom
in their teaching methods. 相似文献
50.
Su-Jeong Wee Elsa K. Weber Soyeon Park 《International Journal of Early Years Education》2014,22(4):409-422
This research examines specific areas of confidence and concern as expressed by 40 American undergraduate early childhood students on a practicum (supervised field-based internships); if their beliefs changed over the course of their practicum, and if prior teaching experience had an impact on their confidence levels. Areas of confidence and concern were determined through questionnaires, reflections and interviews at three points in time during the semester. Findings indicate that students were more confident when arranging the physical environment and least confident in managing children's behaviour. Significant changes in understanding and interaction with children, planning and implementing activities and overall confidence were observed over time periods. Experienced students initially showed and maintained higher confidence levels than inexperienced students who were much less confident at the start of the practicum, but improved significantly. Interestingly, by the end of the semester, this latter group was as confident as more experienced students. Here the factors that affected confidence, the factors that boosted student confidence at different time periods and differences in confidence among students based on prior experience are discussed. 相似文献