全文获取类型
收费全文 | 57篇 |
免费 | 0篇 |
专业分类
教育 | 48篇 |
科学研究 | 1篇 |
各国文化 | 3篇 |
信息传播 | 5篇 |
出版年
2023年 | 1篇 |
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 1篇 |
2018年 | 1篇 |
2017年 | 2篇 |
2016年 | 1篇 |
2015年 | 1篇 |
2014年 | 1篇 |
2013年 | 8篇 |
2012年 | 4篇 |
2011年 | 1篇 |
2010年 | 1篇 |
2009年 | 3篇 |
2008年 | 1篇 |
2007年 | 1篇 |
2006年 | 1篇 |
2005年 | 1篇 |
2004年 | 1篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1991年 | 1篇 |
1987年 | 1篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1975年 | 1篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
排序方式: 共有57条查询结果,搜索用时 15 毫秒
31.
Claire E. Weinstein Walter E. Cubberly Frank W. Wicker Vicki L. Underwood Lynn K. Roney David C. Duty 《Contemporary educational psychology》1981,6(2):159-166
As various cognitive learning strategies have been identified and shown to be useful, the question of how best to teach an individual to use these techniques becomes important. Two studies compared simple instruction to more extended training. In Experiment 1 training was found superior to simple instructions with the method of loci for serial recall learning. Training in generalizable strategies involving imagery, verbal elaboration, and grouping was compared to simple instruction for a reading comprehension task in Experiment 2. Training was found to be more effective than instruction with a short-answer test over easy reading material, but not with difficult readings or multiple-choice tests. 相似文献
32.
33.
The primary purpose of this study was to investigate the roles of two moderators – perceived competence and perceived autonomy – in the relationships of achievement goal orientations with a broad range of learning‐related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played roles as moderators by strengthening the positive effects of a mastery goal pursuit on outcome measures of adaptive use of learning strategies and effort, respectively. However, no moderating role of either perceived competence or perceived autonomy was found for the effect of a performance‐approach and performance‐avoidance goal pursuit. In addition, perceived competence played a significant role in determining the level of academic achievement in the context of multiple‐goal pursuit. For students with high perceived competence, the adoption of high performance‐approach goals resulted in a higher level of achievement regardless of the levels of mastery goals. In contrast, students with low perceived competence showed the highest achievement when high performance‐approach goals are paired with low mastery goals. 相似文献
34.
There is little empirical understanding of how young children's screen engagement links to their well-being. Data from 19,957 telephone interviews with parents of 2- to 5-year-olds assessed their children's digital screen use and psychological well-being in terms of caregiver attachment, resilience, curiosity, and positive affect in the past month. Evidence did not support implementing limits (< 1 or < 2 hr/day) as recommended by the American Academy of Pediatrics, once variability in child ethnicity, age, gender, household income, and caregiver educational attainment were considered. Yet, small parabolic functions linked screen time to attachment and positive affect. Results suggest a critical cost–benefit analysis is needed to determine whether setting firm limits constitutes a judicious use of caregiver and professional resources. 相似文献
35.
Netta Weinstein Geoff Haddock Jennifer Chubb James Wilsdon Catriona Manville 《Higher Education Quarterly》2023,77(3):537-557
Academic culture now places high expectations on researchers to demonstrate research productivity alongside teaching, leadership and knowledge exchange. In two studies of researchers across career stages in UK higher education institutions (HEIs), we examined workplace climate within academic departments as (1) supportive of researchers' needs for autonomy, competence and relatedness, (2) publish-or-perish focused and (3) hyper-competitive. In Study 1 (multiwave from 2018 to 2020), need support predicted researchers' lower turnover intention 2 years later, even when controlling for concurrent need support, and career and economic conditions. In Study 2, need support correlated with academic well-being (lower job strain and turnover intention, greater job satisfaction) in a nationwide sample of 2951 researchers. Study 2 found that need support related to improved, and a hyper-competitive motivational climate related to undermined, well-being. Results were mixed for publish-or-perish climate. Performative demands can have deleterious effects on researcher well-being. 相似文献
36.
Michael A. Weinstein 《Educational theory》1997,47(3):411-424
37.
38.
39.
José Weinstein 《School Effectiveness & School Improvement》2013,24(4):651-670
The Chilean education system is an emblematic case of school management privatization, with the majority of schools operating under government funding, but private administration. This article addresses the incidence of this dimension on school leadership, showing the differences and continuities established among primary school principals in the subsidized private and municipal sectors. The conclusion is that private school administrators do not recruit principals on a competitive basis, as a result of which these principals do not present a more developed professional profile, and that merely having more duties for executing the principal position – as happens in subsidized private schools – is not enough for an effective development of practices evidencing improved school leadership. These conclusions challenge the statement frequently expressed, but lacking sufficient empirical evidence, that the greater autonomy in school management encompassed by privatization will positively impact on school leadership and, therefore, on educational improvement. 相似文献
40.
Edison J. Trickett Emma Rukhotskiy Ansuk Jeong Ana Genkova Ashmeet Oberoi Traci Weinstein Yanelet Delgado 《Teaching and Teacher Education》2012,28(2):283-292
The present study depicts an ecological portrait of the work lives of 16 ELL high school teachers in an urban context in the United States. Results suggest that their work lives take place within a complex school ecology which affects the kinds of activities they engage in and the opportunities they have to support their students. In this context they demonstrate an unusual dedication to aiding students and their families in activities related to the transition to a new country. The paper concludes with recommendations for future research explicating further the school ecology of this group of teachers. 相似文献