全文获取类型
收费全文 | 336篇 |
免费 | 26篇 |
专业分类
教育 | 272篇 |
科学研究 | 15篇 |
各国文化 | 6篇 |
体育 | 21篇 |
综合类 | 1篇 |
文化理论 | 1篇 |
信息传播 | 46篇 |
出版年
2023年 | 2篇 |
2022年 | 6篇 |
2021年 | 5篇 |
2020年 | 15篇 |
2019年 | 22篇 |
2018年 | 23篇 |
2017年 | 37篇 |
2016年 | 30篇 |
2015年 | 13篇 |
2014年 | 19篇 |
2013年 | 74篇 |
2012年 | 16篇 |
2011年 | 11篇 |
2010年 | 13篇 |
2009年 | 15篇 |
2008年 | 16篇 |
2007年 | 6篇 |
2006年 | 5篇 |
2005年 | 7篇 |
2004年 | 8篇 |
2003年 | 2篇 |
2002年 | 2篇 |
2001年 | 4篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有362条查询结果,搜索用时 31 毫秒
321.
Piasta Shayne B. Soto Ramirez Pamela Farley Kristin S. Justice Laura M. Park Somin 《Reading and writing》2020,33(6):1399-1422
Reading and Writing - Educators’ content knowledge is considered a key determinant of classroom practices and thus children’s learning. In this study, we examine the nature of... 相似文献
322.
Frank W. Kohler Kerry M. McCullough Kristin A. Buchan 《Early education and development》1995,6(3):215-239
This study examined teachers' development and refinement of classroom activities. An ABA design was used to compare three experimental conditions. Four teachers planned and conducted their activities independently during an initial phase, as well as evaluated the impact of their efforts with a structured checklist. Conversely, these tasks were completed with a partner during a coaching phase, as teachers observed one another's classroom activities and collaborated in the process of appraising their activities and planning new teaching episodes. Finally, these exercises were again conducted independently during a final maintenance phase. A wide range of outcomes were examined, including each teacher's procedural changes or refinements, corresponding measures of children's participation, teachers' appraisals of their activities and satisfaction with the peer coaching procedure. Four primary results are reported. First, all four teachers made procedural refinements in this study, and three individuals' changes occurred during the peer coaching phase. Second, all teachers' activity alterations corresponded with changes in children's participation. Third, the four teachers varied in their activity appraisals as well as the number and quality of suggestions generated for procedural change. Finally, all four teachers reported that collaboration provided important benefits, but also expressed concerns with one or more aspects of the coaching process. These results are discussed with regard to their implications for facilitating teachers' roles in developing and sustaining effective classroom changes. 相似文献
323.
When you shouldn't do what you want to do: young children's understanding of desires, rules, and emotions 总被引:2,自引:0,他引:2
Lagattuta KH 《Child development》2005,76(3):713-733
This research investigated 4- through 7-year-olds' and adults' (n = 64) concepts about the emotional consequences of desire fulfillment versus desire inhibition in situations where people's desires conflict with prohibitive rules. Results revealed developmental increases in attributing positive or mixed emotions to story characters that make willpower decisions and negative or mixed emotions to characters that transgress. These developmental changes in emotion predictions were accompanied by age-related differences in emotion explanations. Whereas 4- and 5-year-olds largely explained emotions in relation to the characters' goals, 7-year-olds and adults further explained how rules and future consequences influence emotions. Results are discussed in relation to connections among children's psychological, deontic, and future-oriented reasoning about emotions as well as the development of self-control. 相似文献
324.
The effectiveness of the Check and Connect dropout prevention program was examined, over the course of 2 ½ years, with 54 middle school students from diverse backgrounds experiencing one or more conditions of risk for dropout. Participants were randomly assigned to receive the Check and Connect intervention or business as usual (i.e., control) in sixth grade. Students in the treatment group had significantly better eighth grade attendance than the control. There were no significant differences between the two groups in eighth grade cumulative grade point average or office disciplinary referrals. An in‐depth analysis of the quality and quantity of the intervention delivered to the students in the treatment group identified conditions that were associated with higher treatment integrity and better student outcomes. 相似文献
325.
326.
327.
An undergraduate teaching assistant (UTA) training course was developed using existing best practices and Bloom’s taxonomy of educational objectives as a framework. Course goals included developing assistants’ content knowledge, procedural knowledge, and metacognition regarding teaching. Across three semesters, UTAs’ (N?=?68) pre- and post-test responses showed significant increases in their teaching-related knowledge, confidence in their skills, consideration of a teaching-related career, and perceived benefits of being a UTA. The course provides an efficient method by which assistants learn to support students and faculty in a range of undergraduate courses, serving as a potential model for other teaching assistantship programs. 相似文献
328.
Kristin Shelesky Ryan D. Weatherford Janelle Silbert 《Journal of College Student Psychotherapy》2016,30(4):284-299
The psychological needs of college students lead to overwhelming demand on college counseling centers’ resources. In this article, we review models of case management in Higher Education including the administrative, behavioral intervention, and counseling center models. We also present a case study of the 3-year development of a counseling center case management service. Initial data suggest that expanding the role of a counseling center case manager to allow for frequent appointments/follow-up and standardizing counseling center case management procedures led to improved appointment attendance and increased communication with students following referral. A vignette and suggestions for other centers are also presented. 相似文献
329.
Kristin Gregers Eriksen 《Interchange》2018,49(3):393-409
Democracy is highlighted in the Norwegian school system. This article investigates how pre-service teachers in social studies understand the more theoretical concept of democracy, and in what ways they intend to operationalize it with future pupils. Three ideal types are used to locate perspectives in the data: pure liberalist, majority rule and deliberative models of democracy. The findings indicate that perceptions of democracy in the sample are most commonly associated with core aspects of liberal democracy through a general focus on elections and voting, majority rule and individual civil liberties. A striking finding is the highly apparent internalization of participation as a norm and ideal in itself. However, ideas of contents and didactical implications of participation varies among respondents. As many also display a seemingly restricted interpretation of the political sphere, this might imply a thin understanding of democratic participation. The article further points out that translating concepts from political science into pedagogical notions is not a straightforward endeavor. 相似文献
330.
Breanne K. Litts Kristin A. Searle Bryan M. J. Brayboy Yasmin B. Kafai 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):842-857
Practitioner Notes
What is already known about this topic?- Culturally responsive computing connects computing content heritage and vernacular cultural practices.
- “Black boxing,” or lack of transparency in how it works, in computational tools makes it difficult for novices to enter computing cultures.
- Design tools are embedded with particular ways of being, knowing, valuing and doing.
- Thirty-eight novice learners’ computational designs were shaped by the ways in which a computational tool privileged particular knowledge systems.
- Storytelling, as a critical cultural practice, especially in Indigenous cultures, is heavily constrained by the design structure of computational tools.
- Computational tools are cultural artifacts with deeply embedded epistemological, ontological and axiological biases, which directly frame what learners can do with these tools.
- Collaborative, community-based design processes could mitigate the cultural biases that persist in computational tools.
- Transparency in computation tools in critical to broadening participation in computing cultures.
- Culturally responsive design of computational tools at the structural level is required to build inclusive computing cultures.