全文获取类型
收费全文 | 223篇 |
免费 | 4篇 |
专业分类
教育 | 173篇 |
科学研究 | 36篇 |
体育 | 4篇 |
信息传播 | 14篇 |
出版年
2023年 | 1篇 |
2022年 | 3篇 |
2021年 | 4篇 |
2020年 | 19篇 |
2019年 | 14篇 |
2018年 | 14篇 |
2017年 | 10篇 |
2016年 | 14篇 |
2015年 | 13篇 |
2014年 | 6篇 |
2013年 | 46篇 |
2012年 | 7篇 |
2011年 | 3篇 |
2010年 | 3篇 |
2009年 | 3篇 |
2008年 | 9篇 |
2007年 | 7篇 |
2006年 | 8篇 |
2005年 | 4篇 |
2004年 | 1篇 |
2003年 | 3篇 |
2002年 | 3篇 |
2001年 | 3篇 |
1998年 | 3篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有227条查询结果,搜索用时 15 毫秒
111.
This study aimed to explore experiences of learning, friendships and bullying of boys with autism attending specialist and mainstream schools, and those of their parents. Semi‐structured interviews were conducted with 11 boys with autism, aged 11 to 17 years, and nine of their mothers. Thematic analysis identified four key themes relating to experiences of friendships and bullying, risk factors, protective factors and outcomes. Overall, the findings indicated that five of the 11 participants had been subjected to bullying, particularly those in mainstream schools (four out of six). Further, if risk factors relating to autism or the school culture were not mediated by protective factors such as self‐esteem or supportive friends, various negative outcomes were identified as more likely, including mental health issues and effects on learning and relationships. Therefore, although not inevitable, mainstream settings may increase the likelihood of negative experiences, as they have fewer resources to protect children against the risk of bullying. 相似文献
112.
113.
Nancy Brigharm Catherine Cobb Morocco Karen Clay Naomi Zigmond 《Learning disabilities research & practice》2006,21(3):184-190
This article summarizes the findings and themes from the three high schools we studied. All three schools engaged in five schoolwide strategies for educating students with disabilities. They provided a broad array of academic courses and program options; provided schoolwide support structures that could be combined and customized to the needs and strengths of individual students; worked intentionally to connect students to the school and build their motivation to succeed; created a connected and caring adult community to serve students' academic and social/personal needs; and developed responsive leaders who managed the tensions inherent in the commitment to prepare students with disabilities to be successful in their lives beyond school. The article also reviews the different ways these three school instantiated these strategies. We describe the “theory of action” that integrates the five schoolwide strategies into a synergistic approach in each school and explore implications of the Good High Schools study for practice and for future research. 相似文献
114.
115.
116.
The focus on standardized testing in the areas of reading and mathematics in early elementary education often minimalizes science and the arts in the curriculum. The science topics of health and nutrition were integrated into the reading curriculum through read aloud books. Inclusion of creativity skills through figural transformation drawings allowed students to display nutrition comprehension, modeling how these subject areas can fit into a narrowed curriculum. This repeated measures study examined the weekly effect of teacher lesson introduction on 19 second grade students’ (11 female, 8 male) creativity and content knowledge of nutrition under two conditions that alternated every 2 weeks over a 16-week period: a brief, positive, standard lesson introduction (control) compared to a more enhanced introduction promoting originality, risk-taking and persistence (experimental). Students listened to read-aloud books on nutrition and completed figural transformation drawings related to the stories. Findings showed that student work evidenced more creativity during the experimental condition with a very large effect size for breaking perceived boundaries; a large effect size for depicting movement in drawings; medium effect sizes for fluency, originality, storytelling articulateness, humor, wisdom, emotion, and total creative traits; and a small effect size for elaboration. Students also evidenced greater overall knowledge of health/nutrition content during the experimental condition with a small effect size. Small changes in the way a lesson was introduced had a significant impact on student knowledge and creative performance, indicating that early childhood teachers should implement similar lesson introductions to increase student creativity. 相似文献
117.
Adrian V. Rus Ecaterina Stativa Jacquelyn S. Pennings David R. Cross Naomi Ekas Karyn B. Purvis Sheri R. Parris 《Child abuse & neglect》2013
The objective of this study was to determine whether children's characteristics and/or institutional characteristics were predictors of severe punishments (including beatings) and/or frequency of punishments that children received from staff in Romanian institutions. The data was hierarchical with institutionalized children (N = 1391) nested within 44 institutions, and the measurement of punishments by the staff and frequency of punishments had a binary distribution. Thus, multilevel logistic regression models were used to examine the effects of individual and institutional level variables on reported punishments and to account for the clustering of the children within institutions. Two general patterns of results emerged. First, regarding individual level variables, it was found that: (1) amount of time spent by children in their current institutions had a significant effect on the probability of being punished by staff and the frequency of this punishment; (2) the probability of being punished was higher for boys than for girls; and (3) having no siblings in the institution increased the odds of being punished several times. Second, regarding institutional level variables: (4) being in placement centers for school-aged children with a traditional type of institutional organization increased the odds of severe punishment compared to a familial/mixed type. The results of the present study highlight the importance of understanding the consequences of institutionalization in a broader way, where children not only experienced early severe psychosocial deprivation as documented in other studies, but also high levels of severe punishments administered by institutional staff. 相似文献
118.
This is an account of a teacher education program's attempt to connect with a neighboring community in order to better prepare faculty to teach about the urban context in which their preservice teacher education students practice. Taking a feminist perspective, the two authors discuss their goals—the processes of using a community organization to lead the discussion and obstacles inherent to university settings. Knowledge about urban communities is an area that is often neglected in teacher preparation and one that needs to be more fully considered. 相似文献
119.
Chow-Garcia Nizhoni Lee Naomi Svihla Vanessa Sohn Claira Willie Scott Holsti Maija Wandinger-Ness Angela 《Cultural Studies of Science Education》2022,17(2):557-588
Cultural Studies of Science Education - Native Americans are the least represented population in science fields. In recent years, undergraduate and graduate level summer research programs that... 相似文献
120.
Tracey Muir Naomi Milthorpe Cathy Stone Janet Dyment Elizabeth Freeman Belinda Hopwood 《Distance Education》2019,40(2):262-277
Although there is ample research into student engagement in online learning, much of this investigates the student experience through surveys administered at a fixed point in time, usually at the exit point of a single unit of study or course. The study described in this paper, by contrast, aimed to understand online student engagement over a whole semester, guided by two overarching questions: What factors impact students’ engagement over a semester? What factors account for fluctuation in engagement levels over time? This paper presents results from weekly feedback on online education students’ engagement over the length of one semester at a regional Australian university. It also chronicles in more depth the experiences of one student across the same semester. The findings offer longitudinal accounts of student engagement, demonstrating that levels of engagement fluctuate and are influenced by a variety of factors. 相似文献