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81.
Susan D. Mcmahon Andrew Martinez Dorothy Espelage Chad Rose Linda A. Reddy Kathleen Lane Eric M. Anderman Cecil R. Reynolds Abraham Jones Veda Brown 《Psychology in the schools》2014,51(7):753-766
Teachers in U.S. schools report high rates of victimization, yet previous studies focus on select types of victimization and student perpetrators, which may underestimate the extent of the problem. This national study was based on work conducted by the American Psychological Association Classroom Violence Directed Against Teachers Task Force and is one of the few national studies to examine violence directed at teachers. Participants included 2,998 kindergarten through 12th‐grade (K‐12) teachers from 48 states who completed an anonymous web‐based survey assessing their experiences with victimization. Results revealed that 80% of teachers reported at least one victimization, and of these teachers, 94% reported being victimized by students. Nearly three‐fourths of all teachers experienced at least one harassment offense, more than half experienced property offenses, and 44% reported physical attacks. Findings suggest that specific teacher and community characteristics are associated with a higher likelihood of victimization, namely, male gender and urban settings; whereas, African American teachers were less likely to report victimization. Implications for teacher training, school interventions, public policy, and future research are discussed. 相似文献
82.
83.
Sneha Reddy 《档案与原稿》2020,48(2):157-170
ABSTRACT First World War scholars more or less agree on the limitations imposed by archival sources on the study of North African and Indian troops. Conventional methods to find ‘the voice’ of the soldier do not apply in this case and the scarcity of records partly explains why so little is written. So, what opportunities are there in such an endeavour? This article argues for the need to decolonise military archives from the Great War era. That is to say, to use information that was originally gathered to serve narrow military interests as a means to understand the war experiences of the colonial soldiers. These sources, largely official records, bearing stamps of the past regimes, cannot be separated from the context or intent of their production. Nonetheless, they must not be overlooked as new historiographical demands make it necessary to read colonial archives for evidence of their context. Failing to draw from, and reflect upon, colonial era records on the Great War, despite their shortcomings, is tantamount to condemning valuable aspects of global history to oblivion. In turn, acknowledging these shortcomings, paradoxically, lends greater value to such sources as the colonial context in which they were produced becomes observable. 相似文献
84.
Lynn Meltzer Ranjini Reddy Laura Sales Pollica Bethany Roditi Julie Sayer Christina Theokas 《Learning disabilities research & practice》2004,19(1):33-44
This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction. 相似文献
85.
Sreenivasulu Reddy Mogali Jerome I. Rotgans Lucy Rosby Michael Alan Ferenczi Naomi Low Beer 《Anatomical sciences education》2020,13(5):581-590
Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017–2018. Both assessment formats were undertaken online, but the formative mode used a team-based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students’ performance in summative examinations; and (3) students’ opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students’ performance in anatomy practical and year-end summative examinations of cohorts AY 2015–2016, AY 2016–2017 (summative format), and AY 2017–2018 (formative format). There were no significant differences in students’ performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team-based learning style practical examination enhances students’ performance in summative examinations. 相似文献
86.
Arnold-Berkovits Ilona Kurz Alexander Reddy Linda A. 《Educational Assessment, Evaluation and Accountability》2019,31(1):97-119
Educational Assessment, Evaluation and Accountability - The present study investigated the convergent validity of the Instructional Learning Opportunities Guidance System (MyiLOGS; Kurz and Elliott... 相似文献
87.
Linda A. Reddy Courtney Anne De Thomas Erik Newman Victoria Chun 《Psychology in the schools》2009,46(2):132-153
School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school‐based prevention and intervention programs by systematically reviewing the key treatment interventions and methodology used. A total of 29 investigations including 1,405 children and adolescents were reviewed and coded on 41 variables across three dimensions (i.e., sample characteristics, treatment components, and methodology). Single subject and group design studies were included. Behavioral and/or cognitive behavioral treatment approaches were primary used. Deficit‐based assessment and treatment approaches (i.e., problem behaviors) were predominately used in the outcome literature with few investigations incorporating strength‐based outcome approaches. Findings are discussed in relation to previous research. © 2008 Wiley Periodicals, Inc. 相似文献
88.
There is an increasing pressure on university staff to provide ever more information and resources to students. This study investigated student opinions on (audio) podcasts and (video) vodcasts and how well they met requirements and aided learning processes. Two experiments within the Aston University looked at student opinion on, and usage of, podcasts and vodcasts for a selection of their psychology lectures. Recordings were produced first using a hand‐held camcorder, and then using the in‐house media department. WebCT was used to distribute the podcasts and vodcasts, attitude questionnaires were then circulated at two time points. Overall students indicated that podcasts and vodcasts were a beneficial addition resource for learning, particularly when used in conjunction with lecturers’ slides and as a tool for revision/assessment. The online material translated into students having increased understanding of the material, which supplemented and enhanced their learning without being a substitute for traditional lectures. There is scope for the provision of portable media files to become standard practice within higher education; integrating distance and online learning with traditional approaches to improve teaching and learning. 相似文献
89.
G. Chinnapu Reddy G. Kusumanjali A. H. R. Sharada Pragna Rao 《Indian journal of clinical biochemistry : IJCB》2004,19(2):91-94
Serum cardiac troponin T (cTnT) and CKMB (mass) were analysed in three groups of patients. The first group (n=32) were patients
with acute coronary syndromes including myocardial infarction. The second group (n=35)were patients with hypertension. The
third group (n=24) were patients who had succumbed to non cardiac diseases. In all 3 groups, cardiac troponin T was elevated
when compared with controls (p<0.001). However, CKMB elevation was not significant in all groups. CKMB levels correlated well
with troponin T levels only when CKMB was greater than 50 ng/ml (r=1.00). Small elevations of troponin T identifies minimal
cardiac necrosis and patients can benefit from early invasive therapy. 相似文献
90.
Anubha Paliwal Nivedita Bir Sowmya Raghuraman T. L. P. Reddy P. Usha Sarma 《Indian journal of clinical biochemistry : IJCB》1999,14(2):129-134
Oligonucleotide primers were synthesised based on the gene sequence of an 18 kDa allergen/antigen ofA. fumigatus isolated from a pathogenic strain. Polymerase chain reaction (PCR) was carried out using the forward and reverse primers
and genomic DNA ofA. fumigatus, A. flavus andA. niger as template. This resulted in a PCR product of 480 bp with onlyA. fumigatus. The absence of PCR product inA. flavus andA. niger with the primers of Asp fl facilitated use of these primers for detection ofA. fumigatus in clinical specimens of patients. The results were compared with microscopy, culture and serology. Application of PCR test
to clinical samples of aspergillosis patients is discussed. 相似文献