全文获取类型
收费全文 | 241篇 |
免费 | 3篇 |
专业分类
教育 | 205篇 |
科学研究 | 14篇 |
体育 | 9篇 |
文化理论 | 3篇 |
信息传播 | 13篇 |
出版年
2023年 | 2篇 |
2022年 | 2篇 |
2021年 | 4篇 |
2020年 | 5篇 |
2019年 | 7篇 |
2018年 | 5篇 |
2017年 | 7篇 |
2016年 | 7篇 |
2015年 | 9篇 |
2014年 | 7篇 |
2013年 | 64篇 |
2012年 | 6篇 |
2011年 | 4篇 |
2010年 | 8篇 |
2009年 | 6篇 |
2007年 | 3篇 |
2006年 | 4篇 |
2004年 | 7篇 |
2003年 | 5篇 |
2002年 | 3篇 |
2001年 | 2篇 |
2000年 | 3篇 |
1999年 | 7篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1972年 | 2篇 |
1967年 | 1篇 |
1959年 | 1篇 |
1958年 | 1篇 |
1928年 | 1篇 |
1927年 | 1篇 |
1926年 | 2篇 |
排序方式: 共有244条查询结果,搜索用时 15 毫秒
101.
Crawling versus Walking Infants' Perception of Affordances for Locomotion over Sloping Surfaces 总被引:1,自引:0,他引:1
14-month-old toddlers vs. 8.5-month-old crawling infants were encouraged to ascend and descend a sloping walkway (10°, 20°, 30°, and 40°). Infants in both locomotor groups overestimated their ability to ascend slopes. However, on descending trials where falling was more aversive, most toddlers switched from walking to sliding positions for safe descent, but crawlers plunged down headfirst and many fell at each increment. Toddlers touched and hesitated most before descending 10° and 20° slopes, and they explored alternative means for descent by testing out different sliding positions before leaving the starting platform. In contrast, crawlers touched and hesitated most before descending 30° and 40° slopes, and they never explored alternative sliding positions. In addition, we analyzed measures of locomotor skill and experience in relation to children's ability to perceive affordances. Findings indicate that children must learn to perceive affordances for locomotion over slopes and that learning may begin by fine-tuning of exploratory activity. 相似文献
102.
Marion O'Brien Emily Herbert-Jackson Todd R. Risley 《Early Childhood Education Journal》1978,6(2):49-54
This is the second part of a fourpart series of articles that provide a total of four weeks' worth of menus for toddlers.
In the first installment (Fall 1978) will be found the Basic Recipes for preparing Milk Plus, TVP, and Fruit Juice, as well
as a general introduction to the format of these menus.
Emily Herbert-Jackson managed the nutrition research project described here in her capacity as Research Associate in the Bureau
of Child Research at the University of Kansas. She is now associated with Children's Behavioral Services, Reno, Nevada. Marion
O'Brien is a writer for the Living Environments Group and has served as consultant to the toddler center in which the research
was conducted. The authors wish especially to thank Kathy Erwin for her contribution to the development of these menus, as
well as all the staff and children at the toddler center. The research described here was supported in large part by grant
MC-R-200347 from the Office of Maternal and Child Health to the Bureau of Child Research and the Department of Human Development
at the University of Kansas. The toddler day care program is fully deseribed in the bookThe Toddler Center: A Practical Guide to Day Care for One-and Two-Year-Olds, by Marion O'Brien, Jan Porterfield, Emily Herbert-Jackson, and Todd R. Risley (Baltimore: University Park Press, 1978). 相似文献
103.
Marion Dadds 《Cambridge Journal of Education》1999,29(1):7-19
The article reports on an enquiry into teachers’ values and beliefs about literacy. The teachers work in the schools of members participating in an action research project on improving literacy in the primary school. The enquiry was one of the first tasks the project undertook. Its purpose was to enable teachers to articulate their own values and to examine these alongside aspects of the proposed literacy hour within the context of the overall national literacy strategy. As schools implement the literacy hour, the project plans to examine critically the extent to which teachers’ own values and valued practices can operate alongside the requirements of the literacy hour. It will also critically examine those values themselves to see if they change in the light of the experience of the literacy hour. There are some marked differences between the teachers’ views and those embedded within the national literacy strategy. The article discusses some potential practical implications which may arise for teachers and children from these differences. Some commonality between the teachers’ views and the national literacy strategy are also highlighted. It is not the intention of the research project to shape a consensus on values. Rather, one of its purposes is to create a context in which teachers and teacher researchers can engage actively and critically in implementing the national strategy, rather than seeing themselves as passive agents. The debate within the project about values differences is intended to contribute to this purpose
104.
Achievement Motivation Goals in Relation to Academic Performance in Traditional and Nontraditional College Students 总被引:1,自引:0,他引:1
This study extended Dweck's model of achievement motivation to the collegiate level, and it is the first to apply this model to nontraditional students. We examined the relationship between goal orientations and academic performance in 262 undergraduate students grouped by nontraditional vs. traditional status. Although both groups rated themselves higher on learning goals than on performance goals, non-traditional students endorsed learning goals even more strongly than their traditional peers. Goal orientations were a better predictor of academic success than student status. Consistent with Dweck's model, a learning goal orientation was positively related to successful academic performance for both groups. The relationship between performance goals and academic success was less straightforward, but students who rated both goal orientations as relatively weak had the lowest cumulative GPAs. Traditional and nontraditional students differed on variables that were inversely related to academic performance. Less successful traditional students endorsed irrational beliefs (a possible index of learned helplessness), while less successful nontraditional students worked more hours at a paid job. 相似文献
105.
106.
Lillie D. Williamson Tobias Reynolds-Tylus Brian L. Quick Marion Shuck 《Journal of Applied Communication Research》2017,45(2):199-217
Five focus groups were conducted to better understand African-American adults’ (N?=?62) perceptions of organ donation. Applying the health belief model, results revealed that participants generally were aware of the need for organ donors and felt susceptible to needing a transplant in the future. Additionally, the number of perceived barriers greatly outweighed the number of perceived benefits to organ donation. Several novel barriers to organ donation, not currently identified in the literature, arose during focus group discussions, alluding to a larger source of mistrust among African-Americans. In respect to self-efficacy, participants’ responses further delineated the distinction between task and decisional efficacy. The results are discussed with an emphasis on how the current findings compare and contrast with previous work, as well as a focus on the practical implications for targeted organ donation campaigns aimed at African-American communities. 相似文献
107.
108.
Jessica Gale Stefanie Wind Jayma Koval Joseph Dagosta Mike Ryan Marion Usselman 《International Journal of Science Education》2016,38(14):2284-2302
This paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students’ understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force, acceleration, velocity, and inertia. Illustrative examples drawn from the administration of these simulation-based PA tasks to a sample of eighth-grade students (n?=?74) highlight the potential of simulation-based tasks for revealing conceptual understanding of science concepts and for informing curriculum development within the context of design-based implementation research. The paper also describes a variety of challenges encountered over the course of the development, administration, and analysis of the PA data that may be informative for researchers and educators as they consider implementing simulation-based PAs. 相似文献
109.
Marion Heron 《高等教育研究与发展》2019,38(2):266-279
ABSTRACTThis article explores pedagogic practices, in particular, material artefacts, which support participation and structure the interaction of international students in seminar discussions. Using both a fine-grained analysis of the artefact in interaction as well as student perspectives on its affordances, the findings reveal how material artefacts in the form of worksheets and reading guides can provide international students with linguistic resources, content, and familiarity of routines and participation structures. This article concludes that pedagogic practices are crucial to increasing interaction and participation of international students in seminar settings. 相似文献
110.
Metacognition and Learning - Extensive research has been conducted to understand how accurately students monitor their studying and performance via metacognitive judgments. Moreover, the bases of... 相似文献