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81.
Science & Education - Current visions of science education advocate that students should engage with science in the classroom in ways that mirror the work of scientists in order to develop... 相似文献
82.
Catherine A. Dobris Kim White-Mills Rachel D. Davidson Toula V. Wellbrook 《Communication quarterly》2017,65(1):39-59
Dr. Spock’s, The Common Sense Book of Baby and Child Care, one of the best-selling self-help texts of all-time, “second only to the Bible in popularity” (Meakin & Tattersall, 2004) was one of the most influential childcare books in American culture. The author has been both heralded and disparaged as instrumental in the shaping of untold generations. In the present study, we address the rhetorical construction of the Spockian Mother as she is developed during Spock’s tenure from 1946–1992. We employ a feminist rhetorical perspective to examine the progression of Spock’s texts in order to understand how patriarchal images of motherhood are constructed and maintained through Spock’s lifetime and the first 46 years of its publication. We argue that Spock both reinforced and challenged the institution of motherhood; he challenged institutionalized motherhood by encouraging mothers to “trust themselves” while simultaneously conforming to a patriarchal model of motherhood which is at odds with empowered mothering. 相似文献
83.
Bull R Marschark M Sapere P Davidson WA Murphy D Nordmann E 《Learning and individual differences》2011,21(4):453-457
Deaf students often lag behind hearing peers in numerical and mathematical abilities. Studies of hearing children with mathematical difficulties highlight the importance of estimation skills as the foundation for formal mathematical abilities, but research with adults is limited. Deaf and hearing college students were assessed on the Number-to-Position task as a measure of estimation, and completed standardised assessments of arithmetical and mathematical reasoning. Deaf students performed significantly more poorly on all measures, including making less accurate number-line estimates. For deaf students, there was also a strong relationship showing that those more accurate in making number-line estimates achieved higher scores on the math achievement tests. No such relationship was apparent for hearing students. Further insights into the estimation abilities of deaf individuals should be made, including tasks that require symbolic and non-symbolic estimation and which address the quality of estimation strategies being used. 相似文献
84.
Disambiguating the components of emotion regulation 总被引:1,自引:0,他引:1
Affective neuroscience and cognitive science approaches are useful for understanding the components of emotion regulation; several examples from current research are provided. Individual differences in emotion regulation and a focus on the context of emotion experience and expression provide additional tools to study emotion regulation, and its development, from a biobehavioral perspective. 相似文献
85.
Shaw David E. Becker Henry J. Bransford John D. Davidson Jan Hawkins Jan Malcom Shirley Molina Mario Ride Sally K. Sharp Phillip Tinker Robert F. Vest Charles Young John Allen Richard Bakia Marianne Bryson Rebecca Chen C. Samantha Costello Caroline M. Deckel Garrett M. Dial Marjorie R. Kealey Edith M. Lehoczky Sandor 《Journal of Science Education and Technology》1998,7(2):115-126
The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report. 相似文献
86.
Maria del Guadalupe Davidson 《Gender and education》2018,30(3):310-321
This paper explores how opposite sides of the abortion debate employ a discourse of endangerment to mobilise political support for their ideologies about black women’s bodies. I examine the role of black women within that rhetorical strategy through various rhetorical artefacts. To analyse these artefacts, I employ the theoretical framework of ideological or ideographic criticism. This framework helps us see how the artefacts used by both pro and anti-choice movements ‘condition’ the audience not merely to adopt a set of ‘beliefs and behavior, but a vocabulary of concepts that function as guides, warrants, reasons, or excuses for behavior and belief’. Though the two sides of the abortion debate differ in their overt political views, they turn out to share an implicit ideology about black women. This ideology prevents the voices of black women from being heard and valued in a debate that is nonetheless focused on black women’s bodies. 相似文献
87.
J. Cody Davidson Paul Blankenship 《Community College Journal of Research & Practice》2013,37(8):467-480
ABSTRACTToday, many full-time students spend one, two, or more additional years completing a 2-year associate or 4-year bachelor degree. In order to reduce this time frame, many institutions are utilizing a 15 to Finish campaign to encourage full-time students to enroll in 15 credits each semester. The first purpose of this study was to examine if there is a relationship between the number of credit hours enrolled in the first semester and the number of credits earned at the end of the first year. Concurrently, it examined how a student’s initial academic momentum (i.e., the number of credit hours earned in the first year) relates to student persistence and degree completion. The second purpose was to determine if there was a relationship between a student’s socioeconomic status and the number of credit hours enrolled in the first semester—and if it is feasible for low-income students, who primarily attend community colleges, to afford additional credit hours. The results showed that more students who earned 30 credit hours in the first academic year persisted to the second year and earned a degree than students who did not earn 30 credit hours. Also, the results showed that the majority of low-income community college students had enough Federal Pell Grant funds to pay for the additional tuition cost. Given these results, practical and policy implications are discussed. 相似文献
88.
David B. Feldman Oranit B. Davidson Shiri Ben‐Naim Etai Maza Malka Margalit 《Learning disabilities research & practice》2016,31(2):63-74
The transition to college often occasions excitement as well as elevated stress for students. The latter may be especially the case for those with learning disabilities (LD), who can encounter problems both socially and academically. This study follows students both with and without LD during the first month of college to explore the relationships between LD status and two outcomes: loneliness/social distress and academic self‐efficacy. In particular, we hypothesized that hope and optimism would mediate the relationship between LD status and these outcomes. The sample consisted of 344 first‐year undergraduates at the beginning of the academic year (Time‐1) and a month later (Time‐2). Results showed that LD status predicted Time‐2 levels of academic self‐efficacy and loneliness only indirectly, demonstrating that relationships between LD and loneliness as well as between LD and academic self‐efficacy are mediated by hope. 相似文献
89.
Matthew Davidson Vladimir KhmelkovKyle Baker Thomas Lickona 《International Journal of Educational Research》2011,50(3):190-197
Schools today struggle to prepare students for the moral and performance character challenges they will face in the 21st Century. Whether it is bolstering academic performance, reducing dropout, or improving integrity and safety, developing the character and culture of excellence and ethics is a critical need of schools—and yet they must do so with limited time and money amid a sea of competing priorities and mandates, and without the aid of required curricula, training and coaching. In this article, we describe the Power2Achieve Program, a student-centered, teacher-delivered program for developing the character and culture needed for success in school, work and beyond. We lay out the key theoretical and practical features of the program, describe how it aligns with and enhances other current school improvement pedagogies, and present our research approach for continuous improvement and assessment of impact. 相似文献
90.
Christopher M. Davidson 《History of education》2013,42(5):633-643
This article charts the development of education in the lower Arabian Gulf from its traditional beginnings in the nineteenth century to the provision of more formal schooling and eventually a ministry of education following Britain's withdrawal from the region in 1971. In order to provide a better understanding of the complexities and relative advances and setbacks to this development, special emphasis is placed on the social, economic and political context of education's trajectory; including the lower Gulf's dependent relations with its Imperial protector and its reliance on foreign educational aid from Kuwait. 相似文献