全文获取类型
收费全文 | 52篇 |
免费 | 0篇 |
国内免费 | 1篇 |
专业分类
教育 | 35篇 |
科学研究 | 10篇 |
体育 | 1篇 |
文化理论 | 2篇 |
信息传播 | 5篇 |
出版年
2019年 | 4篇 |
2018年 | 2篇 |
2017年 | 2篇 |
2016年 | 3篇 |
2015年 | 1篇 |
2013年 | 11篇 |
2012年 | 1篇 |
2011年 | 2篇 |
2009年 | 1篇 |
2006年 | 1篇 |
2005年 | 1篇 |
2000年 | 1篇 |
1998年 | 1篇 |
1994年 | 1篇 |
1990年 | 2篇 |
1987年 | 1篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1929年 | 1篇 |
1927年 | 2篇 |
1926年 | 1篇 |
1925年 | 1篇 |
1924年 | 1篇 |
1895年 | 1篇 |
1880年 | 1篇 |
1875年 | 1篇 |
排序方式: 共有53条查询结果,搜索用时 15 毫秒
31.
32.
33.
34.
BJ Buchwitz CH Beyer JE Peterson E Pitre N Lalic PD Sampson BT Wakimoto 《CBE life sciences education》2012,11(3):273-282
Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula. 相似文献
35.
36.
37.
38.
Jean Emile Gombert 《Annals of dyslexia》1994,44(1):250-269
The present study focuses on the capacity of illiterate adults to master three different metalinguistic tasks: judgment of
phonological length of words, initial consonant deletion, and lexical segmentation of sentences. Illiterates’ performance,
during a pre-test and after training, was compared with that of literates and partial illiterates (adults at the beginning
of the process of acquiring literacy) who received the same training. In the pre-test, illiterates were lower than literates
in the three tasks; and partial-illiterates were at an intermediate level in two of the tasks. The three groups profited from
the training, especially illiterates and partial-illiterates for whom improvement was dramatic across all three tasks. Finally,
the results revealed a hierarchy of difficulty across the tasks. The capacity to focus on the phonological dimension seemed
to be a prerequisite for the phoneme deletion ability. The task of lexical segmentation seemed to be more a measure of syntactic
awareness than a measure of phonological awareness. 相似文献
39.
The process of victimization: the victims' perspective 总被引:2,自引:0,他引:2
Twenty-three child victims (aged 10-18 years) of childhood sexual abuse were interviewed about the victimization process, the person who abused them, and how abuse might have been prevented. Specific questions obtained information about the quality of the relationship between victim and offender, the offender's pre-abuse behavior, the explanation for the behavior given by the offender, and the child's understanding of the behavior. Results suggest that the victimization process involves three overlapping processes: sexualization of the relationship, justification of the sexual contact, and maintenance of the child's cooperation. 相似文献
40.
The federal School and Staffing Survey (SASS) and Teacher Follow-up Survey (TFS) were used to examine the impacts of induction activities on beginning teacher turnover. This study excluded those teachers who moved or left schools for unavoidable and involuntary reasons, a confounding factor in previous research. This analysis revealed that three induction activities are beneficial in significantly reducing turnover rates for beginning teachers: seminars, common planning time, and extra classroom assistance. 相似文献