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161.
Danielle N. Pappas Christopher H. Skinner Amy L. Skinner 《Psychology in the schools》2010,47(9):887-902
An across‐groups (classrooms), multiple‐baseline design was used to investigate the effects of an interdependent group‐oriented contingency on the Accelerated Reader (AR) performance of fourth‐grade students. A total of 32 students in three classes participated. Before the study began, an independent group‐oriented reward program was being applied (i.e., a student received access to a tangible reward after passing each AR comprehension test). This program was supplemented with an interdependent group‐oriented contingency, and results showed that the number of quizzes passed per week increased immediately after the intervention was applied; however, this increase was not maintained. When students were divided into ability groups based on their average baseline performance, the lowest performing students exhibited a statistically significant increase in quiz performance (i.e., quizzes taken, quizzes passed, and book level), but no significant changes were found in the average and high performing groups. © 2010 Wiley Periodicals, Inc. 相似文献
162.
Carlock D 《Medical reference services quarterly》2006,25(3):67-76
Health disparities between Native Americans and the general population of the United States are a major health concern. Traditional healing and culturally competent health care offer much promise in raising the health status of Native Americans. Traditional healing, although uniquely practiced by each indigenous culture, is generally a system of medicine based on the inseparability of mind, body, and spirit. Culturally competent health care, care that is congruent with the culture and language of the patient, is a growing initiative in western medicine. This article outlines Internet sites and online resources relevant to the study and practice of traditional healing and culturally competent health care. 相似文献
163.
In this article, we theoretically explore how the deliberate use of video during literacy field experiences creates a text that can be read by triad members and can ameliorate the problem of relying on memory to engage in reflective conversations about literacy teaching and learning. The use of video, tools, and interactions with knowledgeable others to facilitate the reflection process is discussed. We also write about the ways video can be used within the triad model of supervision to develop the pedagogical content knowledge of prospective teachers, inservice teachers, and university supervisors. 相似文献
164.
Abstract Universities experience increasing difficulty in staffing their academic positions. Attracting and retaining highly qualified employees is a general problem that has received much attention in recent HRM literature. But several authors have claimed that the academic career has lost much of its attractiveness. This paper presents seven levers that universities may use to enhance their recruitment and retention power on a difficult job market. Suggestions are made based on experience from innovative organisations, both universities and business organisations. Special attention is given to the creation of multiple and flexible career paths within academia. We contend that a successful application of these suggestions will require major cultural and institutional change at universities. 相似文献
165.
Antje Proske Rod D. Roscoe Danielle S. McNamara 《Educational technology research and development : ETR & D》2014,62(5):481-505
Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this study, the ARCS model (Keller, Perform Instr 26(8):1–7, 1987b) was used to investigate the motivational characteristics of different practice conditions. To this end, 175 students were randomly assigned to one of four experimental conditions: game-based, question-based, model-based, and writing-based practice. All students first learned strategies to write an essay introduction. Subsequently, students practiced using the strategies in the four different conditions. Game-based practice was expected to positively affect ARCS-related motivation toward practice. Results showed that students perceived game-based practice as significantly more interesting and engaging than question-based practice. However, although game-based practice was perceived more positively, only model-based and question-based practice demonstrated a beneficial impact on students’ ability to implement the writing strategies. These results underline the necessity of interconnecting motivational and instructional design when developing practice methods for computer-based writing strategy training. 相似文献
166.
Rebecca J. Glover Prathiba Natesan Jie Wang Danielle Rohr Lauri McAfee-Etheridge Dana D. Booker 《Journal of moral education》2014,43(4):395-412
Explorations of relationships between Haidt’s Moral Foundations Questionnaire (MFQ) and indices of moral decision-making assessed by the Defining Issues Test have been limited to correlational analyses. This study used Harm, Fairness, Ingroup, Authority and Purity to predict overall moral judgment and individual Defining Issues Test-2 (DIT-2) schema scores using responses from 222 undergraduates. Relationships were not confirmed between the separate foundations and the DIT-2 indices. Using the MFQ moral judgment items only, confirmatory factor analyses confirmed higher order constructs called Individualizing and Binding foundations. Structural models using these higher order factors fitted the data well, and findings indicated that the Binding foundations significantly positively predicted Maintaining Norms and negatively predicted both overall moral judgment (N2) and the Postconventional Schema. Neither Individualizing nor Binding foundations significantly predicted Personal Interest. While moral judgments assessed by DIT-2 may not be evoking the MFQ foundations, findings here suggest the MFQ may not be a suitable measure for capturing more advanced moral functioning. 相似文献
167.
Danielle Every Kirrilly Thompson Sophia Rainbird Steve Whetton Nicholas Procter Suraya Abdul-Halim Bianca Sebben 《The Australian Educational Researcher》2014,41(2):209-225
Under pressure from crowded immigration detention centres and an election commitment to remove children from detention, in 2010 the Australian government opened a low security immigration detention facility for families and children in the Adelaide Hills. Children from this alternative place of detention (APOD) attend nine local schools. However, many local residents feared their enrolment would create conflict, reduce educational outcomes for local students, and overburden teachers and school resources. To answer these concerns we conducted an ethnography of the schools and interviewed school teachers, principals, parents, the education managers in the Department of Immigration and Citizenship (DIAC) and the Department of Education and Children’s Services (DECS). This paper reports our findings on the impacts of the new arrivals on school finances, teacher time and resources, the local children, and the broader Hills community. As did previous quantitative studies, we found no negative effects. Rather, the new arrivals created a newly enriched learning environment and social experiences. The schools also played an integral role in changing the initially hostile community attitudes towards asylum seekers. Our qualitative research approach allowed us to explore factors that created this outcome. We found that the absence of negative impacts was the result of the funding for specialised support staff, the social justice orientation of the school’s leaders and staff, and a school-wide commitment to values of inclusivity and diversity. This research provides further empirical evidence on the impacts of immigration on education, increases our understanding of the factors that mediate these impacts, and provides a useful case study for schools that teach asylum seeker children. 相似文献
168.
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170.
Danielle B. Harlow 《Journal of Science Teacher Education》2012,23(2):199-220
In this study, pre-service teachers facilitated stations at a family science night as a context to learn to identify, assess,
and use children’s science ideas. Assessment is already difficult in K-12 classrooms. Assessing learning in informal learning
environments adds the complication that participation is largely voluntary. As such, controlling the learners’ participation
to systematically assess learning is counter to the intents of informal environments. The pre-service teachers in this study
experienced success at teaching science and developed understandings about children’s science ideas. Data included reflective
postings, class discussions, observations, artifacts, and photographs. The findings contribute to understanding the value
of multiple learning contexts in teacher preparation and lead to implications about leveraging informal science contexts for
educating teachers. 相似文献