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91.
Leah M. Sandvoss William S. Harwood Ali Korkmaz John C. Bollinger John C. Huffman John N. Huffman 《Journal of Science Education and Technology》2003,12(3):277-284
The World Wide Web contains a number of collections of data files for molecules with limited usability and utility for users. We describe the design of a Common Molecules collection that provides interactive tools for 3-D visualization of molecules. Our organizational design is intuitive and our collection is large, growing, and provides not only structural information, but also historical and/or key information on the properties of the molecules in the collection. The use of the collection by students and the role of students in the development of the collection are also described. 相似文献
92.
There is an acknowledged gap between the theory presented in university preparation programmes and the reality of classroom practice that has resulted in many secondary mathematics pre-service teachers failing to implement university-endorsed teaching strategies. Using responses to a questionnaire and interviews, this qualitative study examined the factors that support or inhibit secondary mathematics pre-service teachers’ implementation of problem-solving tasks during professional experience. The results showed that even though the majority of pre-service teachers reported having beliefs compatible with using problem-solving tasks, the secondary students’ ability, preparation time, and the cooperating teacher were key factors that inhibited pre-service teachers’ implementation of problem-solving tasks. It is recommended that pre-service teachers regularly visit classrooms to observe the evolving implementation of problem-solving approaches. Furthermore, cooperating teachers should be required to attend professional development before the professional experience so they understand the goals of the university preparation programme and have the requisite skills and knowledge to support the implementation of problem-solving tasks in learning mathematics. 相似文献
93.
Jennifer A. Sandlin Jake Burdick Emma Rich 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):823-835
In this article, we explore issues related to how scholars attempt to enact public pedagogy (i.e. doing ‘public engagement’ work) and how they research public pedagogy (i.e. framing and researching artistic and activist ‘public engagement’ as public pedagogy). We focus specifically on three interrelated issues we believe should be addressed by scholars as they continue to theorize, enact, and analyze public pedagogies in the broader public sphere: (a) power dynamics embedded in individualized versus more collective enactments of public intellectualism; (b) conflicting and complicated conceptualizations of the relationship between the public pedagogue and the public, and how that relationship should be enacted; and (c) ethical issues surrounding the framing of public engagement and activist work under the umbrella of ‘pedagogy’. 相似文献
94.
Ian Harwood 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):587-597
This case study outlines the events of a recent summative computer‐aided assessment (CAA) failure involving 280 first‐year undergraduate students. Post‐test analysis found that the central server had become unexpectedly overloaded, thereby causing the CAA to be abandoned. Practical advice on just what to do in the event of a summative CAA failure is virtually non‐existent in the related literature. In response, this paper provides a detailed account of the post‐failure analysis and recovery activities from a practitioner's (ie, academic) viewpoint. Supported by empirical evidence, the research shows how the concept of “optional substitution” was developed as a pragmatic, equitable, and broadly acceptable solution to the problem. 相似文献
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96.
Philip D. Parker Taren Sanders Jake Anders Rhiannon B. Parker Jasper J. Duineveld 《Child development》2021,92(5):2020-2034
In a representative longitudinal sample of 2,602 Australian children (52% boys; 2% Indigenous; 13% language other than English background; 22% of Mothers born overseas; and 65% Urban) and their mothers (first surveyed in 2003), this article examined if maternal judgments of numeracy and reading ability varied by child demographics and influenced achievement and interest gains. We linked survey data to administrative data of national standardized tests in Year 3, 5, and 7 and found that maternal judgments followed gender stereotype patterns, favoring girls in reading and boys in numeracy. Maternal judgments were more positive for children from non-English speaking backgrounds. Maternal judgments predicted gains in children’s achievement (consistently) and academic interest (generally) including during the transition to high school. 相似文献
97.
Robin L. Harwood Axel Schoelmerich Pamela A. Schulze & Zenaida Gonzalez 《Child development》1999,70(4):1005-1016
This study examines cultural patterning in situational variability in mother-infant interactions among middle-class Anglo and Puerto Rican mothers and their 12 to 15-month-old firstborn children. Forty mothers were interviewed regarding their long-term socialization goals and childrearing strategies, and videotaped interacting with their infants in four everyday settings: feeding, social play, teaching, and free play. Results suggest that: (1) Anglo mothers place greater emphasis on socialization goals and childrearing strategies consonant with a more individualistic orientation, whereas Puerto Rican mothers place greater focus on goals and strategies consistent with a more sociocentric orientation; (2) coherence was found between mothers' childrearing beliefs and practices, with Puerto Rican mothers more likely to directly structure their infants' behaviors; and (3) situational variability arose in mother-infant interactions, but this variability showed a cultural patterning consistent with mothers' long-term socialization goals and childrearing beliefs. 相似文献
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This study explored the effects of an integrated video media curriculum enhancement on students' achievement and attitudes in a first-year general high school chemistry course within a multiculturally diverse metropolitan school district. Through the use of a treatment-control experimental design, approximately 450 students in Grades 9–12 were sampled on measures of chemistry achievement and attitude over the period of 1 academic year. The results revealed significantly higher achievement scores on standardized measures of achievement as well as on microunit researcher-designed, criterion-referenced quizzes for the treatment students who experienced a general chemistry course enhanced with an integrated use of a structured chemistry video series. Correlation of student achievement with logical thinking ability revealed that students with high levels of logical thinking ability benefited most from the video-enhanced curriculum. Treatment students also scored significantly higher than control students on the chemistry attitude instrument. These results along with qualitative supportive evidence suggest that this integrated video media curriculum intervention can positively affect student chemistry achievement and attitude across ability levels and across a diverse multicultural population. Furthermore, the data suggest that educational science video media in general, and the World of Chemistry video series in particular, are instructional tools that can be used effectively to bring the often abstract, distant worlds of science into close focus and within the personal meaningful realm of each individual student. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 617–631, 1997. 相似文献