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61.
62.
Jamilia J. Blake Bettie Ray Butler Chance W. Lewis Alicia Darensbourg 《The Urban Review》2011,43(1):90-106
There is a large body of research examining the discipline experiences of Black males (Lewis et al. in Souls: A Critical Journey of Black Politics, Culture, and Society,
2009; Skiba et al. in The Urban Review, 34, 317–348, 2002); however, less is known about the types of behavioral infractions Black female students exhibit and the discipline sanctions
imposed for Black girls for such infractions. As a result, the purpose of this study is to examine the type of discipline
infractions exhibited by Black female students enrolled in an urban school district and to explore whether the pattern of
discipline infractions and sanctions imposed for Black girls disproportionately differs from all female students, but more
specifically White and Hispanic females. Results suggest that Black girls are overrepresented in exclusionary discipline practices
and Black girls reason for discipline referrals differs significantly from White and Hispanic girls. Based on these findings,
recommendations are provided for urban educational stakeholders. 相似文献
63.
Alicia L. Moore 《International journal of qualitative studies in education》2013,26(6):631-652
Existing literature regarding European-American teachers' referrals of African-American students for special education programs is abundant. However, literature that explains African-American teachers' referrals of African-American students, in their own voices, is limited. This qualitative study examines the influences guiding African-American teachers' decisions to refer African-American students for special education programs. It uses, as a conceptual framework, several researchers' investigations of influences guiding teacher praxis. From these collective works, a conceptual model was developed as a ''teachers' decisions to refer'' perspective that served as a framework for examining influences that may have guided the participants' referral decisions. Findings revealed that African-American teachers have a collective teacher way of knowing and that socially constructed images of race and gender influenced their referral decisions. Additionally, participant interviews revealed that African-American teachers tended to refer based on the need to find assistance for students with special needs. 相似文献
64.
The Japanese allegedly are disinclined to argue. This study supports that allegation. Japanese university students were compared to American students using the Infante/ Rancer Argumentativeness Scale. The scale measures tendencies to approach arguments and to avoid them. Additionally it indicates the general argumentativeness trait of respondents. The Japanese were significantly less inclined to approach argument situations and had a significantly weaker argumentativeness trait than the Americans. No significant difference appeared for avoiding arguments. 相似文献
65.
Laura Putsche Debbie Storrs Alicia E. Lewis Jennifer Haylett 《Cambridge Journal of Education》2008,38(4):513-528
The Women's Center at a university in the United States implemented a mentoring program based on feminist and networking models to improve the educational climate for female undergraduate students. Due to a lack of literature detailing how to develop such a program, an interdisciplinary team of researchers collaborated with the Women's Center to address program development and implementation, including how to institutionalize the program, effective recruitment and retention strategies, how to facilitate formation of mentor relationships and strategies for maintaining those relationships, appropriate interventions and monitoring, and how to ensure that the program met mentees' needs. Among the findings are that success depends on a full‐time and dedicated coordinator, appropriate matching of mentors and mentees, and emphasis during training on continuing communication between mentors and mentees to reassess mentee needs. 相似文献
66.
Brian N. Verdine Roberta M. Golinkoff Kathryn Hirsh‐Pasek Nora S. Newcombe Andrew T. Filipowicz Alicia Chang 《Child development》2014,85(3):1062-1076
This study focuses on three main goals: First, 3‐year‐olds' spatial assembly skills are probed using interlocking block constructions (N = 102). A detailed scoring scheme provides insight into early spatial processing and offers information beyond a basic accuracy score. Second, the relation of spatial assembly to early mathematical skills was evaluated. Spatial skill independently predicted a significant amount of the variability in concurrent mathematical performance. Finally, the relation between spatial assembly skill and socioeconomic status (SES), gender, and parent‐reported spatial language was examined. While children's performance did not differ by gender, lower SES children were already lagging behind higher SES children in block assembly. Furthermore, lower SES parents reported using significantly fewer spatial words with their children. 相似文献
67.
Alicia Perdigones Diego Luis Valera Guillermo Pedro Moreda Jose Luis García 《European Journal of Engineering Education》2014,39(5):527-538
The Rural Engineering Department (Technical University of Madrid) ran three competence surveys during the 2006–2007 and 2007–2008 academic years and evaluated: (1) the competences gained by agricultural engineer's degree and agricultural technical engineer's degree students (360 respondents); (2) the competences demanded by agricultural employers (50 farming sector employers); (3) competences required by farming sector professionals and former students (70 professionals). The surveys show significant differences between what competences agricultural employers require of graduates and the competences they acquire during their agricultural engineering degree courses. Recruiters are looking for generic competences such as the ability to coordinate groups and place less importance on knowledge of engineering, biology, applied economics and legislation. Of the computer-related competences, those most in demand by sector professionals were related to the use of Microsoft Office/Excel (used by 79% of professionals). Surveys were used to redesign some subjects of the degrees. 相似文献
68.
The achievement gap between African American and European American youth is a pervasive problem in the United States. This study explored how achievement values and behavioral engagement affect the academic attainment of an academically at‐risk sample of 167 African American youth in late elementary school. Results indicate that achievement values do not have a significant influence on engagement or achievement in late elementary school. However, behavioral engagement significantly influenced math achievement from Grades 4 to 5. The implications of these findings are discussed. 相似文献
69.
S. Marx Marcia R. Pannell Alicia Aleksandra Parpura-Gill Jiska Cohen-Mansfield 《Educational gerontology》2013,39(8):663-675
Ten elementary school students in need of a positive self-image and/or a sense of appropriate social conduct took part in a monthly intergenerational visiting program at an assisted living facility. In comparison to systematic observations obtained in their classrooms, the children were observed to be significantly less anxious, more interested, and participating more during the intergenerational program. Outcomes of a focus group with five seniors revealed that they had enjoyed the program and wanted it to continue. School administrators may want to consider intergenerational visiting programs for students whose behaviors place them at risk for academic failure. 相似文献
70.
Kwon Kyong-Ah Ford Timothy G. Salvatore Alicia L. Randall Ken Jeon Lieny Malek-Lasater Adrien Ellis Natalie Kile Mia S. Horm Diane M. Kim Sun Geun Han Minkyung 《Early Childhood Education Journal》2022,50(1):169-171
Early Childhood Education Journal - The original version of this article unfortunately contains some typo in Table 1. 相似文献