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481.
Many research questions require the assessment of reading in large samples of children. We compared two nonconventional procedures
for early reading assessment: test administration by telephone, and teacher assessment. Five thousand five hundred and forty
four children participating in a longitudinal twin study were assessed by telephone using the Test of Early Word Reading Efficiency,
and by their teachers using the UK National Curriculum criteria. A correlation of 0.69 was obtained between the TOWRE and
Teacher Assessment for Reading. There was also good agreement between the two procedures for identification of children at
the lower extreme. Both appear to be practical and valid for research studies. 相似文献
482.
Nicole L. Louie 《Educational Studies in Mathematics》2018,97(1):55-69
This paper responds to the burgeoning literature on mathematics teacher noticing, arguing that its cognitive orientation misses the cultural and ideological dimensions of what and how teachers notice. The author highlights Goodwin’s concept of professional vision as a way of bringing analyses of culture and power into studies of teacher noticing. The case of a high school algebra teacher who learned to notice the mathematical strengths of students from marginalized groups is used to illustrate how this might be done. The teacher’s noticing involved not only cognitive processes like attending to, interpreting, and deciding how to respond to students’ thinking, but also managing dominant ideologies that position students—especially students from non-dominant communities—as mathematically deficient rather than as sense-makers whose ideas should form the basis for further learning. The paper advances the field’s capacity for understanding the challenges that teachers face as they attempt to notice in ways that are ambitious as well as equitable. 相似文献
483.
Perceived Expectations Related to Promotion and Tenure: A National Survey of CACREP Program Liaisons
Thomas E. Davis Dana Heller Levitt Jason M. McGlothlin Nicole R. Hill 《Counselor Education & Supervision》2006,46(2):146-156
The purpose of the present study was to determine the perceptions of expectations and practices that contribute to decisions regarding promotion and tenure for counselor educators. Council for Accreditation of Counseling and Related Educational Programs liaisons for 74 counselor education programs responded to an Internet‐based survey about perceptions of promotion and tenure practices in their programs and institutions. The responses indicate that relatively equal emphasis is placed on teaching, scholarship, and service. Implications for defining promotion and tenure criteria are discussed, and recommendations for further research are provided. 相似文献
484.
Federico R. Waitoller Nicole Nguyen Gia Super 《International journal of qualitative studies in education》2019,32(3):282-298
Across the United States, the ‘no-excuses’ charter school movement featuring strict discipline policies and rigorous academic standards has gained popularity among schools serving poor and working-class students of color. In this article, we examine how Black and Latinx parents of students with disabilities1 negotiated and experienced these charter school practices of rigor, which disciplined, managed, and regulated students’ social differences. Drawing from a yearlong qualitative research study, we examine interviews with Black and Latinx parents who experienced conflict with charter schools and the school lawyers, along with school artifacts we gathered such as parent handbooks and website information. We found parents experienced what we refer to as the ‘irony of rigor:’ the contradictory double-movement through which students of color with disabilities desired inclusion into ‘rigorous’ charter schools which then excluded them using ‘rigor’ as a central feature of student pushout practices. We present the irony of rigor in three interrelated acts: Act I: the lure of rigor (i.e. what drew parents to charter schools); Act II: the body meets rigor (i.e. how schools disciplined and managed student differences); and Act III: the consequences of rigor (i.e., what happened to students and parents while and after experiencing rigorous practices). We contextualize the irony of rigor within the relationship between disability, race, and neoliberalism. 相似文献
485.
School attachment is a robust predictor of adjustment in children and youth. Previous research has demonstrated effects of school context on student attachment, but individual‐level contributions have not been explored. Our study examined the role of affiliative orientation in school attachment and aggressive behavior in children and youth from Grades 3 through 12. A total of 834 students in three school districts completed self‐report measures of affiliative motivation, attachment to school, and frequency of physically and relationally aggressive acts. Results supported the hypothesis that students high in affiliative orientation reported higher levels of school attachment and lower levels of physical and relational aggression. Path analysis indicated that the relation of affiliative orientation to aggression was mediated by school attachment, but that the mediational effect was moderated by sex. Male students, and students of both sexes with low affiliative motivation, may receive special benefit from practices designed to increase school attachment. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 231–246, 2006. 相似文献
486.
The semiconductor industry operates in a constant state of deflation. It is vital to our survival and progress in this knowledge era. The industry is extremely competitive and requires ongoing technological advances to improve performance while reducing costs to remain competitive. Gaining an understanding of important facets of this industry is essential. Besides knowing about semiconductor history, other aspects of interest include types of semiconductor products in the marketplace and their uses, typical semiconductor-chip making process, overall industry review and trends. One critical tool used by the industry to direct product and technology development is a technology roadmap. Review of the initial and current semiconductor technology roadmap would further enhance our understanding of semiconductor industry. 相似文献
487.
L. Oriana Linares Nicole Rosbruch Marcia B. Stern Martha E. Edwards Gillian Walker Howard B. Abikoff Jose Ma. J. Alvir 《Psychology in the schools》2005,42(4):405-417
This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher‐led program designed to promote cognitive‐social‐emotional (CSE) skills, including student self‐efficacy, problem solving, social‐emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self‐efficacy, problem solving, social‐emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 405–417, 2005. 相似文献
488.
Computer‐based clinical supervision of counselors‐in‐training is becoming more prevalent (M. Reisch & L. Jarman‐Rohde, 2000); however, its use is still in its infancy, and ethical standards have not been established regarding its practice. There exists a dearth of literature focusing on the ethical practice and development of supervisees when using computer‐based supervision. This article (a) explores ethical practice when using technology to facilitate counselor supervision, (b) reviews specific types of computer‐based applications, (c) presents potential advantages and disadvantages of computer‐based supervision, and (d) offers implications for counselor educators and supervisors. 相似文献
489.
The impact of a Framework‐aligned science professional development program on literacy and mathematics achievement of K‐3 students
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Peter Paprzycki Nicole Tuttle Charlene M. Czerniak Scott Molitor Joan Kadervaek Robert Mendenhall 《科学教学研究杂志》2017,54(9):1174-1196
This study investigates the effect of a Framework‐aligned professional development program at the PreK‐3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around science in the home. This quasi‐experimental study used a three‐level hierarchical linear model to compare the Renaissance STAR Early Literacy, Reading, and Mathematics scores from 2015 to 2016 of K‐3 students in treatment and control classrooms in a large Midwestern urban school district. The statistically significant results indicate that, on average, every year that a student has a program teacher adds 8.6 points to a student's spring STAR Early Literacy score, 17.0 points to a student's STAR Mathematics score, and 41.4 points to a student's STAR Reading score compared to control students. Implications for early elementary teacher education and policy are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1174–1196, 2017 相似文献
490.
虽然因特网上的信息爆炸已经让人们感到无所适从,但是其快速发展的趋势还未停止。在巨量的信息中找到有用信息方法之一是通过搜索引擎的使用,因此掌握有效的资源搜索策略,学会如何选择与使用搜索引擎成为了敲开因特网这个信息宝库的必备素质。 相似文献