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81.
In many PreK-12 school environments, individuals with a variety of professional identities and roles provide services to students. Typically, these individuals are trained with minimal interaction with each other, yet they must work cooperatively with each other in the schools. Interprofessional education (IPE) provides a model whereby students in different disciplines learn to collaborate. This article describes the origins and current status of IPE in the health professions; suggests strategies for applying IPE to educator training; describes a promising example IPE project involving two distinct school-based professionals, pre-service special educators and school counsellors in training, including outcomes documented through student reflections; and offers implications for implementing and sustaining IPE in schools of education. 相似文献
82.
Julie Nicholson Sarah Capitelli Anna E. Richert Carrie Wilson Claire Bove 《The New Educator》2017,13(2):170-189
ABSTRACTWe examine how teacher leaders (TLs), working in a low-income urban elementary school, supported their colleagues to learn how to collect quality formative data and to discuss it in collaborative conversations in order to make their students’ learning visible. The TLs faced challenges reflecting consequences resulting from the district’s high stakes accountability policies restricting teachers’ agency with instructional decision-making and limiting their definitions of data as summative test scores. We document how the TLs worked to reframe teachers’ understanding of data to include evidence of student thinking and supported their colleagues to reclaim teaching as professional versus technical work. 相似文献
83.
Conditioning-specific reflex modification (CRM) of the rabbit’s nictitating membrane response (NMR) describes changes in responding
to an unconditioned stimulus (US) when the rabbit is tested in the absence of the conditioned stimulus. Specifically, after
at least 3 days of tone-electrical stimulation pairings, responses to the US increase in size, especially at intensities weaker
than the training intensity. CRM is similar to classical conditioning in that it is a function of the strength of conditioning,
it can be extinguished, and it can be generalized from one stimulus to another. To compare CRM and classical conditioning
further, we conducted three experiments to examine the effects of US intensity (1.0, 2.0, and 4.0 mA) on CRM. CRM was weak
following conditioning with 1.0 mA and extremely strong following conditioning with 2.0 mA and 4.0 mA. The data suggest that
CRM is a function of US intensity and have implications for posttraumatic stress disorder, a disorder potentially modeled
by CRM. 相似文献
84.
Carrie R. Sampson 《The Urban Review》2017,49(1):72-95
Community-based organizations have long influenced education reforms, and urban areas are especially vulnerable to community work that transcends racial and economic boundaries. The purpose of this study is to explore how The League of Women Voters of Las Vegas Valley, a mostly White, middle-upper-class women’s organization, worked to pursue one of the most prominent urban education reforms in the last half century—school desegregation. Using interview and archival data, this historical case study is theoretically framed by various critical constructs to examine how the organization’s racial and economic privileges, and in some cases oppression, coupled with gendered systems of patriarchy and misogyny, influenced the process and outcomes of school desegregation reform in Las Vegas between 1966 and 1972. The organization’s intersectional identities afforded them unique opportunities and barriers. Nevertheless, they ultimately compromised on an inequitable policy that burdened Black children and their families for close to 20 years. These findings suggest that the intersectional identities of organizations can both empower and hinder community engagement in education reform. Because interests often diverge, organizations undertaking education reform should do the collective work necessary to address unintended policy consequences of education reform efforts. 相似文献
85.
Three‐dimensional printing of X‐ray computed tomography datasets with multiple materials using open‐source data processing 下载免费PDF全文
Ian M. Sander Matthew T. McGoldrick My N. Helms Aislinn Betts Anthony van Avermaete Elizabeth Owers Evan Doney Taimi Liepert Glen Niebur Douglas Liepert W. Matthew Leevy 《Anatomical sciences education》2017,10(4):383-391
Advances in three‐dimensional (3D) printing allow for digital files to be turned into a “printed” physical product. For example, complex anatomical models derived from clinical or pre‐clinical X‐ray computed tomography (CT) data of patients or research specimens can be constructed using various printable materials. Although 3D printing has the potential to advance learning, many academic programs have been slow to adopt its use in the classroom despite increased availability of the equipment and digital databases already established for educational use. Herein, a protocol is reported for the production of enlarged bone core and accurate representation of human sinus passages in a 3D printed format using entirely consumer‐grade printers and a combination of free‐software platforms. The comparative resolutions of three surface rendering programs were also determined using the sinuses, a human body, and a human wrist data files to compare the abilities of different software available for surface map generation of biomedical data. Data shows that 3D Slicer provided highest compatibility and surface resolution for anatomical 3D printing. Generated surface maps were then 3D printed via fused deposition modeling (FDM printing). In conclusion, a methodological approach that explains the production of anatomical models using entirely consumer‐grade, fused deposition modeling machines, and a combination of free software platforms is presented in this report. The methods outlined will facilitate the incorporation of 3D printed anatomical models in the classroom. Anat Sci Educ 10: 383–391. © 2017 American Association of Anatomists. 相似文献
86.
Russell L. Carson Jennifer J. Baumgartner Carrie L. Ota Ann Pulling Kuhn Anthony Durr 《Early Childhood Education Journal》2017,45(6):801-808
Guided by affective events theory, the purpose of this study was to examine the temporal aspects of childcare teacher burnout, particularly as to how feelings of exhaustion throughout the day relate to perceptions of end-of-day job satisfaction and quitting intentions. A secondary purpose of the study was to explore the frequency and type of rejuvenation strategies childcare teachers use to relieve perceived stress throughout the day. Ecological momentary assessment procedures were employed for 1 week to assess exhaustion levels (3 times/day), frequencies and types of rejuvenation strategies (3 times/day), and end-of-day job satisfaction perceptions and quitting intentions (1 time/day) among 50 childcare teachers. Results indicated that childcare teachers’ quitting intentions were positively predicted by emotional exhaustion (β?=?0.52) and negatively predicted by overall job satisfaction (β?=??0.28). Short (≤15 min), infrequently used (one to two times/day) physical or cognitive health reprieve strategies were reported by 86?% of teachers as the most effective for reducing daily stress. Findings suggest that daily accounts of burnout and quitting intentions have both exhaustive and restorative properties. 相似文献
87.
Ian Eyres Carrie Cable Roger Hancock Janet Turner 《Early Years: An International Journal of Research and Development》2004,24(2):149-162
This article reports on the findings of a small‐scale study into the perceptions of 78 primary school children regarding the adults in their classrooms. The data show that children easily differentiate between their own class teacher and other adults, but report a substantial overlap between the activities of teachers and teaching assistants. Some express the difference in terms of status rather than role. Accounts call into question the notion that teaching assistants ‘help’ rather than teach and that there is a clear division of labour between them and teachers. Teachers and assistants are seen as working in an interdependent way, with each making a significant contribution to children's learning. The difficulties of using children's language as evidence are considered and it is concluded that the notion of a ‘remodelled’ primary school workforce needs to take into account the ways in which teachers and assistants maintain fluid working relationships. 相似文献
88.
Casey A. Barrio Minton Carrie Wachter Morris Sharon L. Bruner 《Counselor Education & Supervision》2018,57(3):227-236
This research update includes a quantitative content analysis of 133 peer‐reviewed articles regarding teaching and learning published in 21 journals of the American Counseling Association and its divisions between January 2011 and December 2015. The authors discuss the focus areas, pedagogical foundations, and methodologies of the articles in comparison with the findings of the original 2001–2010 study. 相似文献
89.
Charles F. Levinthal Ross H. Tartell Carrie M. Margolin Howard Fishman 《Learning & behavior》1985,13(3):228-232
In Experiment 1, four values of conditioned stimulus-unconditioned stimulus interval, or interstimulus interval (ISI) (200, 500, 800, and 1,100 msec) were studied in one trial/day acquisition of the conditioned nictitating membrane response of the rabbit. The 1,100-msec ISI group was superior to the other groups, contrary to the usual findings of ISI studies in the conditioning literature. In Experiment 2, effective conditioning levels were attained with an ISI as long as 2,200 msec, when the intertriai interval was set at either 24 or 48 h. Results are interpreted in terms of the role of orienting responses in the conditioning process. 相似文献
90.
Carrie Paechter 《Discourse: Studies in the Cultural Politics of Education》2004,25(3):309-320
Cartesian dualism has left a heavy legacy in terms of how we think about ourselves, so that we treat humans as minds within bodies rather than mind/body unities. This has far‐reaching effects on our conceptualisation of the sex/gender distinction and on the relationship between bodies and identities. Related to this is a dualism that is embedded in how we think of children in schools; we focus on the soundness of the mind, with the sound body treated as an afterthought. This paper considers the effects of this dualism on the position of sex education both in the formal curriculum and in the physical and metaphorical fabric of schooling, considering how the body and its sexuality are both ubiquitous and marginalised within schools. I examine how schools discipline both children's bodies in general and their sexuality and sexual expression in particular, and contrast this with the sidelining of education through and about bodies, and the positioning of these aspects of education as potentially polluting. 相似文献