全文获取类型
收费全文 | 120篇 |
免费 | 1篇 |
专业分类
教育 | 105篇 |
科学研究 | 4篇 |
各国文化 | 2篇 |
体育 | 4篇 |
综合类 | 1篇 |
文化理论 | 1篇 |
信息传播 | 4篇 |
出版年
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 3篇 |
2020年 | 5篇 |
2019年 | 4篇 |
2018年 | 13篇 |
2017年 | 7篇 |
2016年 | 9篇 |
2015年 | 4篇 |
2014年 | 6篇 |
2013年 | 28篇 |
2012年 | 4篇 |
2011年 | 5篇 |
2010年 | 4篇 |
2009年 | 5篇 |
2008年 | 2篇 |
2007年 | 3篇 |
2006年 | 1篇 |
2005年 | 1篇 |
2004年 | 1篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1992年 | 1篇 |
1989年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有121条查询结果,搜索用时 46 毫秒
91.
Understanding Gender through Disney’s Marriages: A Study of Young Korean Immigrant Girls 总被引:1,自引:0,他引:1
Lena Lee 《Early Childhood Education Journal》2008,36(1):11-18
Much American popular culture has often been criticized for its negative portrayals of females and its potentially harmful
influence on young children. However, there are insufficient studies about American young girls’ actual understanding of these
female representations. Specifically, the perspectives of young immigrant girls have hardly been addressed in the existing
research, even though their perspectives can be derived from what they learn about the social values associated with gender
through their exposure to popular culture. This paper thus focuses on young Korean immigrant girls as a significant American
immigrant group, and examines their ideas about gender in American popular culture—particularly, Disney films. Since their
perceptions of gender were often derived from their discussions of marriage in the films, it closely investigates their understanding
of gender roles, as considered through the marriages of Disney protagonists. It then discusses their perceptions of Disney
by tracing these ideas to their beliefs about how these same themes become manifested in realistic situations. Finally, this
paper provides implications and suggestions for researchers and early childhood educators.
相似文献
Lena LeeEmail: |
92.
93.
Research in Science Education - The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research... 相似文献
94.
Definitions of bullying: a comparison of terms used,and age and gender differences,in a fourteen-country international comparison 总被引:2,自引:0,他引:2
Smith PK Cowie H Olafsson RF Liefooghe AP Almeida A Araki H del Barrio C Costabile A Dekleva B Houndoumadi A Kim K Olafsson RP Ortega R Pain J Pateraki L Schafer M Singer M Smorti A Toda Y Tomasson H Wenxin Z 《Child development》2002,73(4):1119-1133
The study of school bullying has recently assumed an international dimension, but is faced with difficulties in finding terms in different languages to correspond to the English word bullying. To investigate the meanings given to various terms, a set of 25 stick-figure cartoons was devised, covering a range of social situations between peers. These cartoons were shown to samples of 8- and 14-year-old pupils (N = 1,245; n = 604 at 8 years, n = 641 at 14 years) in schools in 14 different countries, who judged whether various native terms cognate to bullying, applied to them. Terms from 10 Indo-European languages and three Asian languages were sampled. Multidimensional scaling showed that 8-year-olds primarily discriminated nonaggressive and aggressive cartoon situations; however, 14-year-olds discriminated fighting from physical bullying, and also discriminated verbal bullying and social exclusion. Gender differences were less appreciable than age differences. Based on the 14-year-old data, profiles of 67 words were then constructed across the five major cartoon clusters. The main types of terms used fell into six groups: bullying (of all kinds), verbal plus physical bullying, solely verbal bullying, social exclusion, solely physical aggression, and mainly physical aggression. The findings are discussed in relation to developmental trends in how children understand bullying, the inferences that can be made from cross-national studies, and the design of such studies. 相似文献
95.
96.
Helen L. Carlson Olga Zvagina Lena Stenmalm Sj lom 《Early education and development》1997,8(2):169-186
Building on the cross-cultural patterns and systems research as well as social constructivism, in-depth interviews were conducted with key informant early childhood teachers in three regions with similar characteristics in Sweden, Russia, and in the United States. Inductive analyses revealed differences in responses among Swedish, Russian and American informants related to the macro-, meso-, and micro-levels of societal system. United States teacher informants had a great number of separate topic comments and distributed them more evenly across all levels than did Russian and Swedish teacher informants who had more emphasis at the meso level. United States and Russian teacher informants discussed the lack of societal support for young children and their families, while Swedish teacher informants seemed to almost take this support for ranted. United States teacher informants suggested that early childhood programs were important in developing support networks among parents, while Russian teacher informants often gave information to parents and Swedish teachers spoke about mutually sharing information. United States teacher informants desired both strict rules with strong academic content and extension of the child's initiations through play; they emphasized activities and materials. Swedish teachers discussed a child- centered approach to social learning and creativity and desired to be with children rather than do activities with them. Russian teacher informants emphasized the importance of obedience, aesthetic education, and preparation for school and the labor of the larger society. These study outcomes deepen understanding about the multidemensional relationships between early childhood programs and societal contexts in which they are embedded, and they suggest alternative approaches to working with young children and their families. 相似文献
97.
Lena Ballone-Duran Charlene M. Czerniak Jodi J. Haney 《Journal of Science Teacher Education》2005,16(2):159-184
The purpose of this study was to examine the influence of a local systemic change (LSC) project on scientists’ practices and beliefs about teaching and learning. A mixed-method design was implemented that consisted of a series of interviews and the administration of the Classroom Learning Environment Survey (paper presented at the annual meeting of the National Association for Research in Science Teaching, Anaheim, CA, 1994). Results from this study suggest that collaborative opportunities afforded by this model program have positively influenced scientists’ beliefs about teaching elementary science and may be impacting some of the scientists’ pedagogical and curricular practices in their general education courses. Many scientists have developed new collaborative projects, all intended to improve science education at the graduate and undergraduate level, and are beginning to understand the complexity of science education reform. 相似文献
98.
Lena Veiga e Silva Marcos André Gonçalves Alberto H.F. Laender 《Information processing & management》2007
In this article, we present an overview of a self-archiving service for the Brazilian Digital Library of Computing (BDBComp) and describe a user experiment conducted to evaluate it. This experiment involved several potential real users, including computer science graduate students and professors, and archivists/librarians. The results of this study and their implications for similar services are described and analyzed, following sound statistical principles, which can serve as a basis for other similar studies. These results and their analysis indicate that we have successed in building a usable, efficient and learnable self-archiving service, properties which are essential to bring users to the system. 相似文献
99.
Zhen Zhang Benjamin Poulter Sara Knox Ann Stavert Gavin McNicol Etienne Fluet-Chouinard Aryeh Feinberg Yuanhong Zhao Philippe Bousquet Josep G Canadell Anita Ganesan Gustaf Hugelius George Hurtt Robert B Jackson Prabir K Patra Marielle Saunois Lena Hglund-Isaksson Chunlin Huang Abhishek Chatterjee Xin Li 《国家科学评论(英文版)》2022,9(5)
Atmospheric methane (CH4) concentrations have shown a puzzling resumption in growth since 2007 following a period of stabilization from 2000 to 2006. Multiple hypotheses have been proposed to explain the temporal variations in CH4 growth, and attribute the rise of atmospheric CH4 either to increases in emissions from fossil fuel activities, agriculture and natural wetlands, or to a decrease in the atmospheric chemical sink. Here, we use a comprehensive ensemble of CH4 source estimates and isotopic δ13C-CH4 source signature data to show that the resumption of CH4 growth is most likely due to increased anthropogenic emissions. Our emission scenarios that have the fewest biases with respect to isotopic composition suggest that the agriculture, landfill and waste sectors were responsible for 53 ± 13% of the renewed growth over the period 2007–2017 compared to 2000–2006; industrial fossil fuel sources explained an additional 34 ± 24%, and wetland sources contributed the least at 13 ± 9%. The hypothesis that a large increase in emissions from natural wetlands drove the decrease in atmospheric δ13C-CH4 values cannot be reconciled with current process-based wetland CH4 models. This finding suggests the need for increased wetland measurements to better understand the contemporary and future role of wetlands in the rise of atmospheric methane and climate feedback. Our findings highlight the predominant role of anthropogenic activities in driving the growth of atmospheric CH4 concentrations. 相似文献
100.