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101.
Shengli Zhan Mark Bray Dan Wang Chad Lykins Ora Kwo 《Asia Pacific Education Review》2013,14(4):495-509
This paper examines Hong Kong students’ perceptions on the effectiveness of private supplementary tutoring relative to mainstream schooling. Drawing on survey and interview data, it shows that large proportions of secondary school students receive private tutoring. Students generally perceive private tutoring and private tutors to be more effective in the provision of examination support compared with mainstream schooling and teachers. However, perceptions vary according to students’ self-reported academic levels and motives for taking private tutoring. The operations of the parallel sector of private tutoring have significant implications for the nature of schooling and therefore need to be considered by teachers and school administrators. The Hong Kong data contribute to the international analysis of private tutoring and add a significant component to the wider conceptual literature. 相似文献
102.
Chad Ahren, Helen-Grace Ryan, and Amanda Suniti Niskodé-Dossett introduce an assessment tool to help advisors better understand their student organizations. 相似文献
103.
Research on the development of metamemory has focused primarily on children's understanding of the variables that influence how likely a person is to remember something. But metamemory also involves an understanding of why people occasionally misremember things. In this study, 5- and 6-year-olds ( N = 38) were asked to decide whether another child's mistakes in a memory game were due to false memories or guesses. Some of the fictitious child's mistakes were similar to material he had seen earlier and some were not. Six-year-olds, but not 5-year-olds, consistently attributed more similar than dissimilar mistakes to false memories. Understanding the link between similarity and false memories improves significantly between 5 and 6 years of age. 相似文献
104.
Christopher D. Wilson Frieda Reichsman Karen Mutch-Jones April Gardner Lisa Marchi Susan Kowalski Trudi Lord Chad Dorsey 《Journal of Science Education and Technology》2018,27(4):285-305
Research-based digital games hold great potential to be effective tools in supporting next-generation science learning. However, as with all instructional materials, teachers significantly influence their implementation and contribute to their effectiveness. To more fully understand the contributions and challenges of teacher implementation of digital games, we studied the replacement of existing high school biology genetics lessons over a 3- to 6-week period with Geniverse, an immersive, game-like learning environment designed to be used in classrooms. The Geniverse materials infuse virtual experimentation in genetics with a narrative of a quest to heal a genetic disease; incorporate the topics of meiosis and protein synthesis with inheritance; and include the science practices of explanation and argumentation. The research design involved a quasi-experiment with 48 high school teachers and about 2000 students, student science content knowledge and argumentation outcome measures, and analysis using hierarchical linear modeling. Results indicate that when Geniverse was implemented as the designers intended, student learning of genetics content was significantly greater than in the comparison, business-as-usual group. However, a wide range of levels of Geniverse implementation resulted in no significant difference between the groups as a whole. Students’ abilities to engage in scientific explanation and argumentation were greater in the Geniverse group, but these differences were not statistically significant. Observation, survey, and interview data indicate a range of barriers to implementation and teacher instructional decisions that may have influenced student outcomes. Implications for the role of the teacher in the implementation of game-based instructional materials are discussed. 相似文献
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107.
Patric R. Spence Kenneth A. Lachlan Autumn Edwards Chad Edwards 《Communication quarterly》2016,64(1):55-71
Social media have emerged as increasingly important sources through which the public seeks information concerning crises or risks. Despite this increased dependence, little is known about the psychological processes associated with perceptions of source credibility or the desire to seek additional information related to the risk. The current study investigates the role of speed of updates in credibility perceptions and information seeking using Twitter. The results do not provide evidence of a direct relationship between update speed and the outcomes under consideration. They do, however, consistently support a mediation model in which cognitive elaboration mediates the relationship between update speed and perceptions of sender competence, goodwill, trustworthiness, and reader (follower/audience/rater/target) desire for additional information. These findings are discussed in terms of their implications and applied use. 相似文献
108.
Chad D. Ellett 《Journal of Personnel Evaluation in Education》1999,13(3):201-204
Volume 13, Number 3, of the Journal of Personnel Evaluation in Education is a special issue developed under the leadership of Joseph F. Murphy of Vanderbilt University. The articles discuss some of the recent and important work of the Interstate School Leaders Licensure Consortium (ISLLC), which operates under the auspices of the Council of Chief State School Officers and in cooperation with the National Policy Board for Educational Administration. In carrying out its work, the ISLCC has brought together some 30 states, a variety of professional associations, and a number of universities to reexamine, conceptualize, and redefine the meaning of school leadership as we approach the next century. Core principles grounded in a broad view of education and society and accompanying content standards have been developed by the ISLCC as a basis for several decision-making and education-improvement contexts, including licensure, certification, program improvement, and candidate assessment. 相似文献
109.
Mary Beth Oliver Sriram Kalyanaraman Chad Mahood Srividya Ramasubramanian 《广播与电子媒介杂志》2013,57(4):596-614
Two experiments were conducted to explore the contributions of sexual and violent images contained in movie previews on viewers' anticipated perceptions and enjoyment of previewed films. In neither study were portrayals of sex or violence directly associated with greater anticipated enjoyment. However, both studies provided evidence that sexual and violent portrayals may indirectly enhance viewers' enjoyment via perceptions of heightened suspense (Study 1) or heightened humor (Study 2). These results are discussed in terms of viewers' responses to media images of sexuality and violence, and the importance of these portrayals in the marketing of motion pictures. 相似文献
110.
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