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71.
Reed Deborah K. Cummings Kelli D. Schaper Andrew Lynn Devon Biancarosa Gina 《Reading and writing》2019,32(4):1009-1035
Reading and Writing - Informal reading inventories (IRI) and curriculum-based measures of reading (CBM-R) have continued importance in instructional planning, but raters have exhibited difficulty... 相似文献
72.
73.
Gina Giotta 《Communication Teacher》2018,32(3):136-140
Courses: Communication Technology, Communication Theory, History of Communication, Media and Society.
Objectives: Students will develop an understanding of the two principal theories of technology and culture: technological determinism and the social construction of technology. 相似文献
74.
Glendon A. Lean McKenzie A. Clements Gina Del Campo 《Educational Studies in Mathematics》1990,21(2):165-191
2493 children aged from 5 to 15 years in 114 classes in 25 primary schools were asked to do a similar set of 22 arithmetic word problems. 1195 of the children were in Grades K through 6 in Victorian schools (Australia) and 1298 were in Grades 4 through 6 in Papua New Guinea (PNG) schools. For both samples the questions were posed in English. This was the first language for most children in the Victorian sample but, for the PNG sample, English was usually the second, third, or even fourth language (even though it is the language of instruction in PNG schools). While the test instrument was based on widely accepted information processing models of how children solve arithmetic word problems, the data obtained were not so much in accord with these models as with psycholinguistic theories on children's acquisition of polarised comparative pairs (like more and less). The data also indicate that children from the two samples used similar strategies and made similar errors, with the order of relative difficulty being the same for both samples, the main factor determining difficulty being the semantic structure of the questions. Differences in performance between corresponding grades from the two samples can be attributed to differences in the degree of English language competence rather than to numerical facility. 相似文献
75.
Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis’ [Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190] hypothesis that epistemic beliefs influence processes of self-regulated learning via the standards students set for learning once goals are produced. Two hundred one undergraduate students from an educational psychology course completed questionnaires designed to measure the various constructs. Students’ final grades were also collected at the end of the semester. Students’ recollections of course tasks revealed that their epistemic beliefs are activated during learning. Results from structural equation modeling revealed epistemic beliefs influenced the types of achievement goals students adopted, which subsequently influenced the types of learning strategies they used in their education course, and their achievement. Moreover, achievement goals mediated relations between epistemic beliefs and learning strategies, and learning strategies mediated relations between achievement goals and achievement. 相似文献
76.
Gina Wisker 《Studies in Continuing Education》2013,35(1):66-85
The numbers and the proportion of mature women students are currently increasing in continuing and higher education in Britain. This paper addresses the issues involved in such an increase, showing that demographic changes and political support for adult returners coincides with women's wishes, demands and opportunities to take advantage of the study they missed out on at school. Reasons such as poor teaching, lack of motivation, culture and other priorities are among those examined to partially explain women's low participation in the past, their choice of subject areas, wastage and under achievement. Models of good practice in provision for mature women students, particularly those with non‐standard entry qualifications are examined, with a specific focus on the organisation of access and pre‐access courses. Examples of higher education provision such as that of the Open University, and a variety of polytechnics and colleges provide useful models for recommendations for change for other host institutions. Institutional and pedagogical concerns which facilitate women returners are considered: course design, course content, teaching and learning strategies, funding, hours, assessment, nursery provision and counselling support are all suggested as issues to be addressed by institutions hoping and intending to recruit, retain and facilitate the successful study of mature women students. 相似文献
77.
Mandell DS Walrath CM Manteuffel B Sgro G Pinto-Martin JA 《Child abuse & neglect》2005,29(12):1359-1372
OBJECTIVE: To determine the demographic and psychosocial correlates of physical and sexual abuse among children with autism. METHODS: Data collected from 1997 to 2000 through the national evaluation of the Comprehensive Community Mental Health Services for Children and their Families Program on 156 children with autism were used. Data included a baseline assessment of child and family psychosocial experiences and presenting problems associated with referral into system-of-care service, demographic information, and a clinical record review to obtain psychiatric diagnosis. Binary and multinomial logistic regression was used to determine the association of different characteristics of children who were abused compared with those who were not abused. RESULTS: Caregivers reported that 18.5% of children with autism had been physically abused and 16.6% had been sexually abused. Physically abused children more likely had engaged in sexual acting out or abusive behavior, had made a suicide attempt, or had conduct-related or academic problems. Sexually abused children more likely had engaged in sexual acting out or abusive behavior, suicidal or other self-injurious behavior, had run away from home, or had a psychiatric hospitalization. In adjusted multivariate models, the relationship between sexual abuse and sexual acting out, running away from home and suicidal attempts persisted. CONCLUSION: Based on the prevalence of abuse and its association with various behaviors, clinicians should be as attuned to the psychosocial histories of children with autism as they are for other children, and consider the potential of abuse when these behaviors are observed. 相似文献
78.
Joseph F. T. Nese Gina Biancarosa Daniel Anderson Cheng-Fei Lai Julie Alonzo Gerald Tindal 《Reading and writing》2012,25(4):887-915
This study examined the type of growth model that best fit within-year growth in oral reading fluency and between-student
differences in growth. Participants were 2,465 students in grades 3–5. Hierarchical linear modeling (HLM) analyses modeled
curriculum-based measurement (CBM) oral reading fluency benchmark measures in fall, winter, and spring with grade level and
student characteristics (including special education and Limited English Proficiency status) as covariates. Results indicated
that a discontinuous growth model fit the data better than a linear growth model, with greater growth in the fall than in
the spring. Oral reading fluency growth rates also differed by grade and student characteristics. Implications for school
practice and research are discussed. 相似文献
79.
In contemporary educational settings, school leaders and teachers face increased accountability and pressure to raise student performance. Utilising professional learning to develop individual and collective capability is a common feature of these settings. In Australia, there is evidence that many schools have implemented action research to support the improvement agenda. A significant part of this agenda is providing evidence of outcomes arising from the action cycles. Indicators of progress and outcomes provide evidence of improvement to external audiences and afford insights and feedback for participants, which assist in developing further plans to address improvement. This paper outlines the development and use of an interpretive learning framework, incorporating a two-part reflection tool, developed to assess the quality of action research projects conducted by teacher researchers in schools. To do this, individual school case accounts were initially developed from analysis of action project data. A thematic analysis was then undertaken and the emergent themes, together with pertinent action research literature, informed the basis of the tool and its two integrated elements: an innovation matrix and rubric. Both elements permit understanding of project strengths and areas for further development within individual projects. 相似文献
80.
Districts across the country face significant demands to strengthen student learning districtwide, and many are turning to intermediary organizations to help them build their capacity for such demanding, large-scale work. However, how these “learning-support intermediary organizations” assist with these capacity-building efforts is little understood. This article reports data from a largely qualitative investigation into how one such intermediary organization, the Institute for Learning (IFL) at the University of Pittsburgh, partnered with multiple urban districts to help build district capacity for districtwide learning improvements. Our conceptual framework draws on sociocultural learning theory to identify key features of the IFL-district assistance relationships that seem associated with these outcomes. We utilized data from interviews, observations, document reviews, and focus groups conducted over a five-year period. Findings elaborate specific features of their assistance relationships—which we call adaptive assistance relationships—such as enabling particular forms of modeling, tools, and opportunities for rich dialogue. We conclude with implications for the research and practice of districtwide learning improvement efforts and the participation of intermediary organizations in the process. 相似文献