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381.
William R. Penuel Lauren BatesLawrence P. Gallagher Shelley PasnikCarlin Llorente Eve TownsendNaomi Hupert Ximena DomínguezMieke VanderBorght 《Early childhood research quarterly》2012,27(1):115
This study investigates whether a curriculum supplement organized as a sequence of teacher-led literacy activities using digital content from public educational television programs can improve early literacy outcomes of low-income preschoolers. The study sample was 436 children in 80 preschool classrooms in California and New York. Preschool teachers were randomly assigned to implement either a 10-week media-rich early literacy intervention that employed clips from Sesame Street, Between the Lions, and SuperWhy! or to a comparison condition. The media-rich literacy supplement had positive impacts (+0.20 ≤ d ≤ +0.55) on children's ability to recognize letters, sounds of letters and initial sounds of words, and children's concepts of story and print. The study findings show the potential for incorporating literacy content from public media programming into curriculum supplements supported by professional development to impact early literacy outcomes of low-income children. 相似文献
382.
Head Start programs are required to set aside at least 10% of program slots for children with disabilities, but the percentage of children with disabilities served varies depending on the criteria used and source of the information. This study used the Head Start Family and Child Experiences Survey (FACES) 2000 data for a nationally representative sample to identify subgroups of children meeting three different criteria for having a disability or developmental delay. Results indicated that about one-third of children in Head Start (33%) met one or more of the criteria for a disability or delay, about one-third of those children (33%) met criteria for two or for all three of the subgroups. However, only 8% of children in Head Start had an Individualized Education Program (IEP). Children with disabilities or delays, regardless of the subgroup criteria used, had higher levels of many other risk factors associated with poor developmental and school readiness outcomes. They also exhibited poorer performance on early literacy, social, and behavioral measures both at entry into Head Start and at the end of kindergarten compared with children not in each of those subgroups. Implications of the findings for screening and assessment, serving children in Head Start programs, and the need for linkages between Head Start programs and the preschool special education system are discussed. 相似文献
383.
Children gradually develop interpretive theory of mind (iToM)—the understanding that different people may interpret identical events or stimuli differently. The present study tested whether more advanced iToM underlies children’s recognition that map symbols’ meanings must be communicated to others when symbols are iconic (resemble their referents). Children (6–9 years; N = 80) made maps using either iconic or abstract symbols. After accounting for age, intelligence, vocabulary, and memory, iToM predicted children’s success in communicating symbols’ meaning to a naïve map‐user when mapping tasks involved iconic (but not abstract) symbols. Findings suggest children’s growing appreciation of alternative representations and of the intentional assignment of meaning, and support the contention that ToM progresses beyond mastery of false belief. 相似文献
384.
Thomas I. Nathaniel Richard L . Goodwin Lauren Fowler Brooks McPhail Asa C. Black Jr. 《Anatomical sciences education》2021,14(6):699-710
The implementation of an integrated medical neuroscience course by technologically pivoting an in-person neuroscience course to online using an adaptive blended method may provide a unique approach for teaching a medical neuroscience course during the Covid-19 pandemic. An adaptive blended learning method was developed in response to the requirements necessitated by the Covid-19 pandemic. This model combined pedagogical needs with digital technology using online learning activities to implement student learning in a medical neuroscience course for year one medical students. This approach provided medical students with an individually customized learning opportunity in medical neuroscience. The students had the complete choice to engage the learning system synchronously or asynchronously and learn neuroscience materials at different locations and times in response to the demands required to deal with the pandemic. Students' performance in summative and formative examinations of the adaptive blended learning activities were compared with the previous performance obtained the previous year when the contents of the medical neuroscience course were implemented using the conventional “face-to-face” learning approach. While the cohort of our students in 2019 and 2020 changed, the contents, sessions, volume of material, and assessment were constant. This enabled us to compare the results of the 2019 and 2020 classes. Overall, students' performance was not significantly different between the adaptive blended learning and the in-person approach. More students scored between 70% and 79% during the adaptive blended learning compared with in-class teaching, while more students scored between 80% and 89% during the in-person learning than during the adaptive blended learning. Finally, the percentage of students that scored >90% was not significantly different for both Years 2019 and 2020. The adaptive blended learning approach was effective in enhancing academic performance for high-performing medical students. It also permitted the early identification of underachieving students, thereby serving as an early warning sign to permit timely intervention. 相似文献
385.
Lauren B. Resnick 《Instructional Science》1973,2(3):311-361
There has been a continuing increase in the application of hierarchy theory to the problems of instruction and evaluation, since Gagné first used the term hierarchy in his theory of how human beings acquire complex skills and knowledge. This article, based on a 1970 symposium of the American Educational Research Association, presents an overview and analysis of the use of learning hierarchies in instruction and research, examines some current research on learning hierarchies, and considers the implications of this research for instructional psychology and for theories of cognitive development.Lauren B. Resnick is with the University of Pittsburgh, Pittsburgh, Pennsylvania 相似文献
386.
Lauren I. Strauss Matthew S. Peterson Julie K. Kidd Jihyae Choe Hans Christian Lauritzen Allyson B. Patterson 《The Journal of educational research》2020,113(4):292-302
Abstract To determine whether patterning instruction was as useful or more useful than other forms of instruction, kindergarten children (age five) were taught either patterning or early literacy or mathematics or social studies in matched sessions. Instruction was conducted in 15-minute sessions from November through mid-April. Posttests on patterning, mathematics, early literacy, and three executive functions showed that the children taught patterning became significantly better at patterning than those in the other instructional conditions. No differences were found between the children taught mathematics, early literacy, or social studies. Correlational analyses indicated that the relations of patterning ability, working memory, and inhibitory control to mathematics achievement were similar. Cognitive flexibility was not very strongly related to any other measure and the executive functions were relatively independent of each other for the children who were age five. 相似文献
387.
Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors 下载免费PDF全文
Amanda P. Williford Jennifer LoCasale‐Crouch Jessica Vick Whittaker Jamie DeCoster Karyn A. Hartz Lauren M. Carter Catherine Sanger Wolcott Bridget E. Hatfield 《Child development》2017,88(5):1544-1553
A randomized controlled trial was used to examine the impact of an attachment‐based, teacher–child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3–4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent‐ and teacher‐reported externalizing behavior were greater when teachers evidenced higher‐quality, classroom‐level, teacher–child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers. 相似文献
388.
First-generation college students (FGCSs) are a growing population in undergraduate education. Research on FGCS primarily focuses on the challenges and barriers they encounter in college. While important, this literature offers a limited view of FGCS as learners. Moreover, minimal literature has examined these students' lived experiences within sciences, technology, engineering, and mathematics (STEM). This study explores the learning experiences of FGCS (N = 17) in undergraduate STEM programs at a mid-sized, private, predominantly white institution. Guided by the frameworks of intersectionality and social cognitive career theory, the researchers utilized a qualitative, phenomenological research methodology to hear the perspectives of FGCS to and to identify problematic higher educational structures in STEM. Findings point to an elitist stance underlying STEM programs based in general disciplinary norms that restricted FGCS access to STEM majors and careers across social, academic, and professional elements of the academic experience. FGCS who were multiply minoritized based upon race, gender, and social class experienced the compounding of marginalization, and academic success and persistence came at a personal cost. Students also reported relying predominantly on personal strengths and motivations to overcome elitism in STEM rather than on institutional supports. Findings also highlight the variation in the first-generation experience and identify the unique barriers FGCS encounter within STEM fields. Implications for dismantling inequitable structures for higher education in STEM attending to the social, academic, and professional inclusion of FGCS. 相似文献
389.
Perceptron models have been used extensively to model perceptual learning and the effects of discrimination training on generalization, as well as to explore natural classification mechanisms. Here, we assess the ability of existing models to account for the time course of generalization shifts that occur when individuals learn to distinguish sounds. A set of simulations demonstrates that commonly used single-layer and multilayer perceptron networks do not predict transitory shifts in generalization over the course of training but that such dynamics can be accounted for when the output functions of these networks are modified to mimic the properties of cortical tuning curves. The simulations further suggest that prudent selection of stimuli and training criteria can allow for more precise predictions of learning-related shifts in generalization gradients in behavioral experiments. In particular, the simulations predict that individuals will show maximal peak shift after different numbers of trials, that easier contrasts will lead to slower development of shifted peaks, and that whether generalization shifts persist or dissipate will depend on which stimulus dimensions individuals use to distinguish stimuli and how those dimensions are neurally encoded. 相似文献
390.