全文获取类型
收费全文 | 435篇 |
免费 | 16篇 |
专业分类
教育 | 332篇 |
科学研究 | 3篇 |
各国文化 | 3篇 |
体育 | 32篇 |
综合类 | 1篇 |
文化理论 | 1篇 |
信息传播 | 79篇 |
出版年
2024年 | 1篇 |
2023年 | 7篇 |
2022年 | 11篇 |
2021年 | 16篇 |
2020年 | 26篇 |
2019年 | 39篇 |
2018年 | 30篇 |
2017年 | 33篇 |
2016年 | 31篇 |
2015年 | 18篇 |
2014年 | 31篇 |
2013年 | 92篇 |
2012年 | 14篇 |
2011年 | 20篇 |
2010年 | 12篇 |
2009年 | 6篇 |
2008年 | 8篇 |
2007年 | 11篇 |
2006年 | 8篇 |
2005年 | 3篇 |
2004年 | 11篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 1篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1982年 | 1篇 |
排序方式: 共有451条查询结果,搜索用时 15 毫秒
11.
Jennifer Ward Stephanie Branson Megan D. Cross Ilene R. Berson 《Journal of Research on Technology in Education》2016,48(3):227-238
This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality undermined children's autonomous control. The researchers observed numerous instances of issues with control of the medium, including height of the table, sensitivity to multiple types of touch, and limited instructions and prompts. Implications for future research and practice are discussed. 相似文献
12.
Megan E. Pratt Shannon T. Lipscomb Megan M. McClelland 《Early education and development》2016,27(4):421-439
Research Findings: The current study examined how children’s parent-reported compliance at age 3 (36 months) moderated the effects of 2 dimensions of directly observed early care and education (ECE) process quality (positivity/responsivity and cognitive stimulation) during the prekindergarten year (54 months) on teacher reports of children’s classroom cooperation in the fall of kindergarten. Compliance at 36 months and cooperation in kindergarten are operationalized as overt, behavioral aspects of self-regulation as appraised by parents and teachers. The sample consisted of 996 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development who attended formal or informal ECE settings during the prekindergarten year. Results indicated that children with low compliance at age 3 tend to demonstrate stronger cooperation skills by kindergarten when they experience more positivity/responsivity from their ECE caregivers. Main effects of positivity/responsivity and cognitive stimulation on classroom cooperation were not detected for the overall sample. Practice or Policy: The discussion addresses the importance of preparing and empowering ECE providers to help young children who enter the preschool period struggling with behavioral aspects of self-regulation, such as compliance, to improve these skills through positive and responsive caregiving. 相似文献
13.
Touch your toes! Developing a direct measure of behavioral regulation in early childhood 总被引:6,自引:0,他引:6
Claire E. Cameron Ponitz Megan M. McClelland Abigail M. Jewkes Carol McDonald Connor Carrie L. Farris Frederick J. Morrison 《Early childhood research quarterly》2008
Behavioral aspects of self-regulation, including controlling and directing actions, paying attention, and remembering instructions, are critical for successful functioning in preschool and elementary school. In recent years, several direct assessments of these skills have appeared, but few studies provide complete psychometric data and many are not easy to administer. We developed a direct measure of children's behavioral regulation, the Head-to-Toes Task, and report performance of participants aged 36–78 months, including a group of Spanish-speaking children, from two different sites (N = 353; N = 92). We examined construct validity, examiner reliability, sources of variation, and associations between task scores and background characteristics. Results showed that the task was valid, reliable, and demonstrated variability in children's scores. A cross-classified hierarchical growth curve analysis indicated that girls, participants assessed in English, and higher-socioeconomic status (SES) children achieved slightly higher average scores than did boys, Spanish-speaking and lower-SES children, but effect sizes were small. Older participants achieved higher scores than did younger children, and there were no effects for site. Results suggest that the Head-to-Toes Task is an informative and easy-to-administer direct assessment of children's behavioral regulation. We discuss implications for its use in early childhood settings. 相似文献
14.
Laurice M. Joseph Megan E. McCachran Jack A. Naglieri 《Journal of Research in Reading》2003,26(3):304-314
The purpose of this study was to explore the relationships among cognitive processing, phonological processing and basic reading skill performance. Cognitive theorists propose that Planning, Attention, Simultaneous and Successive (PASS) processes are related to various phonological skills. A sample of 62 Primary Grade children referred for reading problems were administered measures of cognitive processes (Cognitive Assessment System), phonological processes (Comprehensive Test of Phonological Processing) and basic reading achievement (Woodcock‐Johnson Tests of Academic Achievement‐III). Findings indicated that some cognitive processes were significantly related to phonological processes as well as basic reading skills. The strongest relationships were found between phonological memory and successive processes and between phonological awareness and basic reading performance. 相似文献
15.
16.
This paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties
associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers’ access and mastery
of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants
whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected,
risk status correlated positively with participants’ ability to recall the phonological form of novel nouns. No relationship
was found between risk status and participants’ use of syntactic form-class cues in interpreting the noun class of novel names
in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them
to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations
in processing resources such as working memory rather than in the availability of language structures may be at the root of
the reported poor performance by at-risk children on vocabulary and other linguistic measures.
相似文献
Megan Louise GilliverEmail: Email: |
17.
This study examines collaboration between English for Speakers of Other Languages (ESOL) teachers and content-area elementary school teachers, and makes the case for conceptualising teacher collaboration as an opportunity for shared teacher learning. Using a sociocultural theoretical lens, this study examines how three pairs of elementary teachers and ESOL specialists used and constructed tools for collaboration, which mediated and made visible teachers’ learning processes. Employing interpretive enquiry and cross-case analysis, we examined data from classroom observations, teacher co-planning sessions and interviews with teachers. Findings demonstrated that collaborating teachers used tools to articulate and reconceptualise teaching goals, co-construct knowledge and ultimately transform teaching practices to meet the needs of culturally and linguistically diverse students. This study has implications for teacher education and ongoing professional development, by shedding light on the potential affordances of collaborative tools for teacher learning. Findings suggest that teacher education could harness these opportunities for learning by incorporating collaboration between ESOL specialists and content-area teachers as an integral part of preparing more qualified teachers to work with culturally and linguistically diverse students. 相似文献
18.
Sara Baratchi Francisco J. Tovar-Lopez Khashayar Khoshmanesh Megan S. Grace William Darby Juhura Almazi Arnan Mitchell Peter McIntyre 《Biomicrofluidics》2014,8(4)
Shear stress is the major mechanical force applied on vascular endothelial cells by blood flow, and is a crucial factor in normal vascular physiology and in the development of some vascular pathologies. The exact mechanisms of cellular mechano-transduction in mammalian cells and tissues have not yet been elucidated, but it is known that mechanically sensitive receptors and ion channels play a crucial role. This paper describes the use of a novel and efficient microfluidic device to study mechanically-sensitive receptors and ion channels in vitro, which has three independent channels from which recordings can be made and has a small surface area such that fewer cells are required than for conventional flow chambers. The contoured channels of the device enabled examination of a range of shear stresses in one field of view, which is not possible with parallel plate flow chambers and other previously used devices, where one level of flow-induced shear stress is produced per fixed flow-rate. We exposed bovine aortic endothelial cells to different levels of shear stress, and measured the resulting change in intracellular calcium levels ([Ca2+]i) using the fluorescent calcium sensitive dye Fluo-4AM. Shear stress caused an elevation of [Ca2+]i that was proportional to the level of shear experienced. The response was temperature dependant such that at lower temperatures more shear stress was required to elicit a given level of calcium signal and the magnitude of influx was reduced. We demonstrated that shear stress-induced elevations in [Ca2+]i are largely due to calcium influx through the transient receptor potential vanilloid type 4 ion channel. 相似文献
19.
Megan Mansworth 《English in Education》2016,50(2):116-129
This article takes as its focus Lefebvre's trialectic of conceived, perceived and lived spaces as a lens through which to scrutinise the 2013 English Literature Curriculum, and to explore the extent to which creative spaces might exist within that curriculum. The article analyses how the curriculum is envisaged by policymakers and how it might be expected to be translated into practice, utilising the wording of the policy document to facilitate an exploration of what its underlying intentions might be. The author's experience of teaching a poem from the new curriculum is used in order to provide illustrative examples of the ways in which teachers’ and learners’ experiences of the curriculum might, in practice, diverge from the direction envisaged by policymakers as teachers negotiate creative spaces within their classrooms. 相似文献
20.
Abstract Supporting global health priorities through the development of robust health science librarianship partnerships is of significant importance. Increased demand for synthesizing evidence-based information, collating quality resources, and increasing research productivity to improve human health requires integration of library and information science skills and expertise. The Health Sciences Library (HSL) at the University of North Carolina at Chapel Hill (UNC), exists to be an indispensable partner in health information and knowledge, teaching and learning, and research. As global efforts at UNC expanded, the HSL sought to ensure that our global engagement strategy and integration were aligned with campus priorities and partner needs. The HSL created a global research partnership plan: identify resources that improve efficiency, increase access to information, build in-country capacity and expertise—all while strengthening collaborations across multiple countries. Creating a meaningful and sustainable engagement strategy was central to envisioning our path forward and can be used as a framework for consideration by librarians in similar settings. 相似文献