全文获取类型
收费全文 | 359篇 |
免费 | 13篇 |
专业分类
教育 | 268篇 |
科学研究 | 21篇 |
各国文化 | 5篇 |
体育 | 40篇 |
文化理论 | 6篇 |
信息传播 | 32篇 |
出版年
2024年 | 2篇 |
2023年 | 2篇 |
2022年 | 7篇 |
2021年 | 10篇 |
2020年 | 11篇 |
2019年 | 21篇 |
2018年 | 21篇 |
2017年 | 23篇 |
2016年 | 24篇 |
2015年 | 13篇 |
2014年 | 14篇 |
2013年 | 66篇 |
2012年 | 14篇 |
2011年 | 10篇 |
2010年 | 10篇 |
2009年 | 11篇 |
2008年 | 12篇 |
2007年 | 7篇 |
2006年 | 4篇 |
2005年 | 7篇 |
2004年 | 4篇 |
2003年 | 4篇 |
2002年 | 6篇 |
2001年 | 7篇 |
2000年 | 3篇 |
1999年 | 2篇 |
1998年 | 8篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1994年 | 3篇 |
1992年 | 4篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1983年 | 1篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1969年 | 2篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1964年 | 1篇 |
1917年 | 3篇 |
1890年 | 1篇 |
排序方式: 共有372条查询结果,搜索用时 15 毫秒
41.
42.
43.
Wait time, the duration of teacher pauses after questions, is an important variable in research on science teaching. This project investigated the effects of increasing teacher's wait times on general questioning skills in science teaching. In previous research, the influence of wait time training has been confounded with instruction in general questioning skills, making it difficult to test the hypothesis that increasing the wait time will by itself improve classroom discussions. In this project, these variables were separated through the use of four treatment groups made up of science teachers. One group received instruction in wait time using a newly developed electronic feedback device that monitors the duration of teacher and student pauses; a second group received instruction in general questioning skills; a third group received both types of instruction; a comparison group received no instruction of either type. The tape recordings were coded and analyzed for classroom interaction data. Comparisons were made using discriminant analysis, analyses of variance, and correlational relationships. The wait time feedback devices facilitated the production of wait time means consistently superior to baseline performance, albeit slightly below the 3-second criterion sought. Regardless, the feedback groups did produce a large number of the hypothesized changes. Significant effects were found from a comparison of the discriminant function scores. Effects consistently favored the groups with the feedback devices. The presence of the guides seemed to make little difference. The groups with the devices used greater numbers of high-level questions, especially those of the evaluative level. There were more contributions from students, as measured by length of answers, frequency of volunteered contributions, numbers of relevant student words, and percentages of student talk. 相似文献
44.
45.
Memory and Executive Functioning in 12‐Year‐Old Children With a History of Institutional Rearing 下载免费PDF全文
Johanna Bick Charles H. Zeanah Nathan A. Fox Charles A. Nelson 《Child development》2018,89(2):495-508
We examined visual recognition memory and executive functioning (spatial working memory [SWM], spatial planning, rule learning, and attention shifting) in 12‐year‐olds (n = 150) who participated in the Bucharest Early Intervention Project, a randomized controlled trial of foster care for institutionally reared children. Similar to prior reports at 8 years of age, institutionally reared children showed significant deficits in visual recognition memory and SWM. Deficits in attention shifting and rule learning were also apparent at this time point. These data suggest that early experiences continue to shape the development of memory, learning, and executive functioning processes in preadolescence, which may explain broader cognitive and learning difficulties commonly associated with severe early life neglect. 相似文献
46.
Nathan Deen 《International journal for the advancement of counseling》1992,15(4):199-200
47.
Castillo Nathan M. Wagner Daniel A. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):389-408
International Review of Education - This article describes a short-term longitudinal study conducted in low-performing rural primary schools in South Africa. The authors were involved in developing... 相似文献
48.
Kelly B. Cartwright Timothy R. Marshall Nathan A. Hatfield 《Mind, Brain, and Education》2020,14(2):114-123
Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain‐specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, graphophonological‐semantic cognitive flexibility (GSF), the ability to flexibly switch between the graphophonological and semantic components of printed words, contributes uniquely to reading comprehension across the lifespan, and GSF training improves children's reading comprehension. This study compared the original GSF measure, which is problematic for use in schools due to its subjectively interpreted explicit explanation component, to an abbreviated implicit task that is better suited for assessment of GSF in practical contexts in 68 first and second grade students. Implicit and explicit GSF contributed uniquely to reading comprehension concurrently and longitudinally when children (n = 31) were in third and fourth grades, beyond verbal ability, decoding ability, and matrix reasoning. 相似文献
49.
50.