全文获取类型
收费全文 | 161篇 |
免费 | 14篇 |
专业分类
教育 | 108篇 |
科学研究 | 5篇 |
各国文化 | 16篇 |
体育 | 25篇 |
文化理论 | 2篇 |
信息传播 | 19篇 |
出版年
2023年 | 5篇 |
2021年 | 6篇 |
2020年 | 12篇 |
2019年 | 12篇 |
2018年 | 15篇 |
2017年 | 21篇 |
2016年 | 17篇 |
2015年 | 8篇 |
2014年 | 12篇 |
2013年 | 36篇 |
2012年 | 1篇 |
2011年 | 5篇 |
2010年 | 2篇 |
2009年 | 4篇 |
2008年 | 2篇 |
2007年 | 3篇 |
2006年 | 1篇 |
2005年 | 1篇 |
2003年 | 1篇 |
2001年 | 3篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1996年 | 1篇 |
1993年 | 1篇 |
1989年 | 1篇 |
1982年 | 1篇 |
排序方式: 共有175条查询结果,搜索用时 15 毫秒
11.
Katie A. Gilligan-Lee Zachary C. K. Hawes Ashley Y. Williams Emily K. Farran Kelly S. Mix 《Child development》2023,94(5):1205-1221
Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that both embodied and non-embodied spatial training approaches improve spatial skills compared to control. However, we conclude that embodied spatial training using physical manipulatives leads to larger, more consistent gains in mathematics and greater depth of spatial processing than non-embodied training. These findings highlight the potential of spatial activities, particularly those that use physical materials, for improving children's mathematics skills. 相似文献
12.
13.
14.
15.
What happens to writing instructors’ feedback when they use a common rubric and an online tool to respond to student papers in a first-year composition course at a large state university in the United States? To investigate this question, we analyze the 118,611 comments instructors made when responding to 17,433 student essays. Using concordance software to quantify teachers’ use of rubric terms, we found instructors were primarily concerned with global, substantive, higher-order concerns—such as responding to students’ rhetorical situations, use of reason, and organization—rather than lower-order concerns about grammar or formatting. Given past research has determined teachers overemphasize lower-order concerns such as grammar, mechanics, and punctuation (Connors and Lunsford, 1988, Lunsford and Lunsford, 2008, Moxley and Joseph, 1989, Moxley and Joseph, 1992, Schwartz, 1984, Sommers, 1982, Stern and Solomon, 2006), these results may suggest the possibility of a generational shift when it comes to response to student writing. Aggregating teacher commentary, student work, and peer review responses via digital tools and employing concordance software to identify big-data patterns illuminates a new assessment practice for Writing Program Administrators—the practice of Deep Assessment. 相似文献
16.
Intelligibility is equity: Can international students read undergraduate admissions materials?
下载免费PDF全文
![点击此处可从《Higher Education Quarterly》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Zachary W. Taylor 《Higher Education Quarterly》2018,72(2):160-169
Fewer international students have applied to and enrolled in US institutions, as 40 per cent of US institutions reported a drop in international applications since 2016. Subsequently, US institutions must ensure that their international admissions materials are as equitable and transparent as possible. Expanding previous work, this study examines the readability and translation of international undergraduate admissions materials of 335 four‐year public and non‐profit private US institutions. Results reveal these materials are written near a 14th‐grade reading comprehension level, only 1 per cent of institutions provide web‐embedded translation tools on their websites and 91 per cent of institutions provide English‐only content. Implications for practitioners, policymakers and future research are addressed. 相似文献
17.
AbstractPublic Management and Public Administration are important professions for an emerging democracy such as South Africa. They operate as the interface between state and public and are responsible for enacting many of the government's policies and social initiatives. Concerns about a lack of capacity in the sector suggest that those in these roles may be unable to meet the demands of the workplace. This article reports on a study that responded to calls for the curriculum to address such concerns by interrogating the knowledge structures of Public Management and Public Administration programmes in higher education. Interviews, textbooks and course guides were analysed to illuminate the forms of knowledge being legitimated in curricula. The study found that the focus on knowledge, skills and processes might be at the expense of a focus on the development of particular attributes or dispositions in the knowers. Furthermore, the knowledge level focus was limited in that it was highly contextualised and “light” on theory, raising questions about the acquisition of powerful knowledge needed for good governance and critical engagement in the public sector. The study recommends that both programmes include more conceptual knowledge; exposure to critical powerful forms of knowledge; and the development of particular attributes and dispositions. 相似文献
18.
19.
Research in Higher Education - Little is known about the effects of need-based financial aid disbursed late into college and how students respond when they approach lifetime limits for receiving... 相似文献
20.