全文获取类型
收费全文 | 140篇 |
免费 | 3篇 |
专业分类
教育 | 109篇 |
科学研究 | 2篇 |
各国文化 | 3篇 |
体育 | 10篇 |
文化理论 | 2篇 |
信息传播 | 17篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 7篇 |
2018年 | 10篇 |
2017年 | 12篇 |
2016年 | 9篇 |
2015年 | 6篇 |
2014年 | 8篇 |
2013年 | 33篇 |
2012年 | 10篇 |
2011年 | 6篇 |
2010年 | 3篇 |
2009年 | 4篇 |
2008年 | 2篇 |
2007年 | 4篇 |
2006年 | 2篇 |
2005年 | 3篇 |
2004年 | 2篇 |
2003年 | 3篇 |
2002年 | 4篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1984年 | 1篇 |
排序方式: 共有143条查询结果,搜索用时 78 毫秒
71.
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
72.
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
73.
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
74.
Remote access technologies enable students to investigate science by utilizing scientific tools and communicating in real-time with scientists and researchers with only a computer and an Internet connection. Very little is known about student perceptions of how real remote investigations are and how immersed the students are in the experience. This study, conducted with high school students and their teachers, explored the impact of students' perception of ownership and virtual presence during a remote investigation using a scanning electron microscope. Students were randomly assigned to one of two treatment groups: students able to select their own insect to use during the remote investigation, and students that did not select their own insects to view during the remote investigation. The results of this study showed that students in the experimental group who had choice and ownership of their insect reported being more present (less distracted) during the remote investigation than students in the control group, whereas students in the control group reported controlling the technology was easier than the experimental group. Students indicated the remote investigation was very real; however, the teachers of these students were less likely to describe the investigation as being real. The results of this study have practical implications for designing remote learning environments. 相似文献
75.
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
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.
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
78.
Culture Digitally is a collective of scholars, gathered by Tarleton Gillespie (Cornell University) and Hector Postigo (Temple University). With the generous funding of the National Science Foundation, the group supports scholarly inquiry into new media and cultural production through numerous projects, collaborations, a scholarly blog, and annual workshops. For more information on projects and researchers affiliated with Culture Digitally, visit culturedigitally.org or follow @CultureDig). 相似文献
79.
Relations were examined between epistemic profiles, metacognition, problem solving, and achievement in the context of learning
in an educational psychology course. Two hundred thirty-one university students completed self-report inventories reflecting
their epistemic profiles and use of metacognitive strategies, and were epistemically profiled as rational, empirical, or both
rational and empirical in their approaches to knowing. From the larger sample, 78 students participated in a problem-solving
session using a think aloud protocol. Results demonstrated that for self-reported metacognitive strategies, students profiled
as both rational and empirical had the highest frequency of metacognitive strategy use compared to students profiled as empirical.
Similarly, during problem solving, students profiled as both rational and empirical had the highest frequency of regulation
of cognition compared to students profiled as empirical or rational. Finally, students profiled as both rational and empirical
attained higher levels of problem-solving achievement compared to students profiled as empirical. 相似文献
80.
Abstract Language for children who have special educational needs is generally recognised to be an educational objective in its own right. In the last decade, the pragmatic perspective has currently focussed attention on the contexts within which the structures of language develop and are used. It is suggested that naturalistic interactions between children and adults provide appropriate contexts for language learning. The focus of the present study was to examine the possible relationship between a musical context and language learning. A group of six language‐impaired children was studied in two routinized contexts, a lesson‐without‐music and a singing session. Child‐teacher talk in the musical and non‐musical contexts was analysed using a conversational participation coding system, which included measures of turn‐taking, initiation and imitation. The findings suggest that the addition of music to a routinized context has the potential to increase the language‐impaired child's ability to interact non‐verbally. 相似文献