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71.
Dominique Cavet 《Educational Media International》2013,50(4):211-218
Abstract As described in the different announcements made by Kodak, their PHOTO CD originally appeared as a product targeted at the general public. However, the purpose of this article is to describe the system which Kodak is going to produce and which is specifically directed towards professionals. This will be of interest to the educational system for its potential use of photographs and images. As well as its attraction for the general public and the professional, PHOTO CD is characterized by the following two important aspects: ‐ The system does not in any way affect the way pictures are actually taken; conventional films are used which are only transferred onto optical disks after being developed. — The pictures can be viewed equally well on an ordinary television, or on a compatible PC micro or Macintosh. PHOTO CD, then, seems to be a means of constructing picture banks which are available for editing. Recalling existing pictures poses no greater problem than integrating new pictures into the bank,” on the other hand, from the number of possible ways of viewing pictures, one can foresee quite complex use (multimedia or micro) as well as simple use (diaporama on a television). 相似文献
72.
73.
Okhee Lee Karen Adamson Jaime Maerten-Rivera Scott Lewis Constance Thornton Kathryn LeRoy 《Journal of Science Teacher Education》2008,19(1):41-67
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices
in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools.
In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention
during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher
workshops, effectively promoted students’ science learning, along with English language development and mathematics learning.
Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated
into our on-going intervention efforts and offer insights into features of effective professional development initiatives
in improving science achievement for all students.
相似文献
Scott LewisEmail: |
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75.
Adam Scott LeRoy 《Clearing house (Menasha, Wis.)》2017,90(4):125-128
Prior concerns have been raised about the ability of schools to access evidence-based practices, however, these practices are instrumental for addressing behavior concerns. This is particularly true at the secondary level, where students are more likely to be disproportionately identified for school removal. This review investigates studies of behavior intervention programs reviewed by the What Works Clearinghouse (WWC), founded by the US Department of Education's Institute of Education Sciences. Three studies meet the WWC evidence standards for middle or high school students. The limited number of studies meeting evidence standards and the demographic samples of those studies meeting evidence standards lowers access to robust practice. 相似文献
76.
Julia A. Leonard Dominique N. Martinez Samantha C. Dashineau Anne T. Park Allyson P. Mackey 《Child development》2021,92(4):1325-1336
Children need to learn to persist through challenges, yet adults sometimes step in to solve problems for them. Here, we looked at how adult taking over related to children’s persistence. In an observational study (N = 34, ages 4–8), we found that parents who took over more often during a challenging puzzle task rated their children as dispositionally less persistent. To establish whether taking over can cause reduced persistence, we ran two preregistered experiments (N = 150, ages 4–5). Children assigned to a taking over condition persisted less on a subsequent task compared to those in a teaching or a baseline condition. Reframing the context did not ameliorate the negative impact of taking over. The results suggest that taking over impairs children’s persistence. 相似文献
77.
The study identified social, educational, and demographic characteristics of deaf postsecondary students who demonstrated strong reading and writing skills. Questionnaire information, information from institutional databases, and in-depth personal interviews were used to identify factors and characteristics that positively influenced the attainment of strong academic literacy skills. Among the areas investigated were school experiences, reading and writing experiences, study habits and attitudes, communication preferences, personality traits, and home and family background. Results of the study generally support previous work conducted with talented hearing youth. Several primary themes emerged from the study: heavy parental involvement in early education and educational decisions, differing modes of communication but extensive family communication, early exposure to and intensive experiences with reading and writing, an enjoyment of reading, a relatively limited social life, high parental and secondary school expectations, the importance of television, and positive self-image. 相似文献
78.
Shirley S. Ho Andrew R. Binder Amy B. Becker Patricia Moy Dietram A. Scheufele Dominique Brossard 《Mass Communication and Society》2013,16(3):343-374
Despite a large body of literature documenting factors influencing general political participation, research has lagged in understanding what motivates participation regarding specific issues. Our research fills this gap by examining the interplay of perceptions of media bias, trust in government, and political efficacy on individuals' levels of general and issue-specific political participation. Using survey data with indicators related to general political participation, our results demonstrate that perceptions of media bias overall are negatively related to general political participation. Moreover, this relationship is an indirect one, mediated by trust in government and political efficacy. Using survey data with indicators of issue-specific political participation in the context of stem cell research, our results show that—contrary to the relationship found for general political participation—perceptions of media bias are directly and positively associated with issue-specific participation. Implications for political participation and media bias theories are discussed. 相似文献
79.
Following the seminal works of Norbert Elias, with regard to the ‘civilising process’, modern sports are generally considered by the scientific community as being, on the one hand, a privileged means that has long facilitated and contributed to ‘the control and learning of the self-control of impulses’ and, on the other, as a political device, which has facilitated, by penetrating into the private sphere in a restrained and play-oriented fashion, the state's monopoly of violence. They are also considered to have facilitated the socio-genesis of modern states. But is this link so evident that this ‘new’ social configuration can be considered a new tool at the service of violence control? Acceptance is so strong that one can almost forget the contradictions, at least the questions, which can and should emerge from this proposition. It should in fact face up to criticism on a certain number of concrete points: definition of violence, rejection of the long-term view, sport be strictly considered in the light of the pacification of habits and social control, hooliganism, etc. This introductory article presents a series of reflections which aim to enrich Elias's theory by underlining both its accuracy and its weak points. 相似文献
80.
Cothran DJ Hodges Kulinna P Banville D Choi E Amade-Escot C MacPhail A Macdonald D Richard JF Sarmento P Kirk D 《Research quarterly for exercise and sport》2005,76(2):193-201
Teacher beliefs are a major influence on teacher actions. Because context influences beliefs, it was the purpose of this study to explore teachers' beliefs about Mosston's Spectrum of Teaching Styles from an international perspective. Over 1,400 teachers from 7 countries completed a survey related to their self-reported use of and beliefs about various teaching styles. Data suggested a shared core of reproduction teaching style use. The use of and beliefs about the production styles of teaching were more varied. Teachers' use of styles was significantly related to their beliefs about the styles. 相似文献