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31.
Family Instability and Young Children's School Adjustment: Callousness and Negative Internal Representations as Mediators 下载免费PDF全文
This study examined the mediating roles of children's callousness and negative internal representations of family relationships in associations between family instability and children's adjustment to school in early childhood. Participants in this multimethod (i.e., survey, observations), multiinformant (i.e., parent, teacher, observer), longitudinal study included 243 preschool children (Mage = 4.60 years) and their families. Findings from the lagged, autoregressive tests of the mediational paths indicated that both children's callousness and negative internal representations of family relationships mediated longitudinal associations between family instability and children's school adjustment problems over a 2‐year period (i.e., the transition from preschool to first grade). Findings are discussed in relation to the attenuation hypothesis (E. J. Susman, 2006) and emotional security theory (EST; P. T. Davies, M. A. Winter, & D. Cicchetti, 2006). 相似文献
32.
Brett D. Jones Jesse L. M. Wilkins Margaret H. Long Feihong Wang 《European Journal of Psychology of Education - EJPE》2012,27(1):1-20
Blackwell et al. (Child Development 78(1):246–263, 2007) tested a motivational model of achievement in which an incremental theory of intelligence leads to learning goals and positive
effort beliefs, which leads to fewer ability-based, helpless attributions, and more positive strategies, which leads to improved
grades. In the present study, we tested this model by using a different population, using domain-specific items, comparing
the results across gender, including “interest” as another variable in the model, and assessing the impact of achievement
as an antecedent and outcome variable in the model. Participants included 163, mostly White, ninth-grade Algebra students
from a suburban school in southwest Virginia, USA. We established that the model had a relatively good fit to the data and
all paths were statistically significant when achievement was used as both an antecedent and outcome variable. The standardized
path coefficients were consistent with those reported by Blackwell et al. and the model was invariant across genders. Furthermore,
we documented that interest could be included as another mediating variable in the model. The results of this study provide
evidence to support the validity of the relationships between the constructs in the Blackwell et al. model for the population
examined. 相似文献
33.
Jesse Strycker 《TechTrends》2012,56(6):22-26
This article discusses the planning and initial research behind the design of an online support community for pre-service teachers. This community is initially being designed to support pre-service teachers with their technology integration efforts during their student teaching experiences, but may also grow to serve special teaching cohorts in high need areas of eastern North Carolina. Included is a presentation of pre-service teacher usability preferences and desired functionality. 相似文献
34.
Jesse Bazzul 《Cultural Studies of Science Education》2013,8(1):245-251
This paper extends the conversation started by Patti Lather in her forum response to “Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity”, in terms of engaging the thought of Jacques Rancière. Rancière can offer (science) educators a more definitive example of (possible) emancipatory political subjectivities. His notion of radical equality can also aid in developing new pedagogical spaces in science education. This latter point is taken up in the concluding sections of this short essay. 相似文献
35.
Jesse H. Holmes Ph. D. 《Religious education (Chicago, Ill.)》2013,108(1):37-40
Catherine Beebe has written numerous short stories and articles and fifteen books for Catholic children. She is a library consultant to Catholic schools and is a member of the Gallery of Living Catholic Authors. (Copyright in this article is held by Catherine Beebe) 相似文献
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Jesse R. Cukierkorn Frances A. Karnes Sandra J. Manning Heather Houston Kevin Besnoy 《Roeper Review》2013,35(4):271-276
Highlighting the unique educational needs of gifted and high ability preschoolers, this article guides the reader to consider the characteristics of young gifted children along with appropriate assessment practices in planning educational programming. A triarchic approach to programs and services for gifted preschoolers is outlined with major emphases on an integrated curriculum, ongoing evaluation, and parental involvement. Specific strategies including internet resources are described to guide practitioners in providing optimal learning environments for this distinctive student population. 相似文献
40.
This article attempts to develop an objective method for assigning weights to questions on examinations. Departing from the statistical discrimination approach of classical test theory, we use a domain-dependent approach. Our method is developed using cognitive science. Previously formulated methods of task analysis are used to break up a domain into segments that are independent pieces of knowledge. A Pareto distribution is used to assign relative weights. This distribution is selected simply because it is ubiquitous in the social sciences. Word frequency rankings, business firm sizes and ranking scientists by number of publications are all distributions that are skewed, or Pareto distributions. Optimistically, we are hoping that ranking knowledge elements by importance will follow the same distribution. 相似文献