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71.
Pathways linking perceived athletic competence and parental support at age 9 years to girls' physical activity at age 11 years 总被引:1,自引:0,他引:1
Girls' perceived athletic competence and parental support of physical activity across the ages of 9 to 11 years were examined as predictors of girls' physical activity at age 11 years. Participants were 174 girls and their mothers and fathers who completed questionnaires when the girls were ages 9 and 11 years. Two alternative temporal pathways linking perceived competence, parental support, and physical activity were assessed using path analysis. Results provided evidence for the child elicitation pathway; higher perceived competence at the age of 9 years predicted higher parental support at age 11 years, which, in turn, predicted higher physical activity among girls. Findings highlight the importance of encouraging parents to make a special effort to support physical activity among girls who do not perceive themselves as being athletically competent. 相似文献
72.
The purposes of this mail survey were to describe the extent to which child care programs use continuity of caregivers with infants and toddlers, the factors influencing decisions to move infants and toddlers to new classes, the practices used to prepare them for such moves, and the extent to which respondents agreed with the concept of providing continuity of caregivers. Child care programs accredited by the National Association for the Education of Young Children and those that were not accredited were selected randomly from existing data bases. Results indicate that (a) relatively few programs use continuity of caregivers for infants and even fewer use it for toddlers; (b) the majority of programs consider children’s attainment of developmental milestones, their age, and the space available in the next class when deciding when to transition infants and toddlers to new classes; (c) most centers used a number of practices to prepare infants and toddlers to move to new classes; and (d) more respondents report agreement with using continuity of caregivers than practice it. Relatively few differences were noted across accredited and nonaccredited centers on these issues. 相似文献
73.
This study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K‐3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the preschool and primary levels, and to track whether and how preservice teachers emphasized NOS. We used the Stages of Concern Questionnaire (SOCQ) pre‐ and postinternship to determine concerns about NOS instruction, and the Learning Context Questionnaire (LCQ) to determine intellectual levels. We found that neither concerns about teaching NOS nor intellectual level were related to whether and how the preservice teachers emphasized NOS; however, we found that all preservice early childhood teachers began their internships with NOS concern profiles of “worried.” Two preservice teachers' NOS concerns profiles changed as a result of their internships; one to “cooperator” and one to “cooperator/improver.” These two preservice teachers had cooperating teachers who were aware of NOS and implemented it in their own science instruction. The main factors that hindered or facilitated teaching NOS for these preservice teachers were the influence of the cooperating teacher and the use of the science curriculum. The preservice teacher with the cooperating teacher who understood and emphasized NOS herself and showed her how to modify the curriculum to include NOS, was able to explicitly teach NOS to her students. Those in classrooms whose cooperating teachers did not provide support for NOS instruction were unable to emphasize NOS. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:213–233, 2010 相似文献
74.
Theresa A. Cullen Valarie L. Akerson Deborah L. Hanson 《Journal of Science Teacher Education》2010,21(8):971-992
Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may
not approach it as research. This paper presents a reflective discussion of how and when a professional development team used
an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature of Science (NOS) teaching
strategies in their classrooms. The team encouraged community development and provided “just in time” supports to scaffold
the steps of the action research process for teachers. The discussion includes concerns they addressed and issues related
to management and support of the professional development model. Evaluation results are shared to suggest how this approach
can be improved in the future. 相似文献
75.
Andrew Downs Paul S. Strand Nina Heinrichs Sandra Cerna 《Early education and development》2013,24(4):493-516
Research Findings: The present study evaluated the utility of the Strengths and Difficulties Questionnaire (SDQ) as a teacher-report measure of internalizing and externalizing problems in preschool-age children. Participants included preschoolers drawn from Germany and the United States, with the American sample composed of both English-speaking and Spanish-speaking children. In some respects the SDQ demonstrated adequate reliability and validity across these 3 culturally and linguistically divergent samples, but some problems were noted with the internal consistency of the subscales and the clinical cutoff scores. Practice or Policy: The findings generally support the potential usefulness of the SDQ as a psychopathology screening instrument within culturally and linguistically diverse preschool settings. However, normative studies need to be conducted with preschool samples so that the SDQ cutoff scores used to identify clinically significant emotional and behavioral problems can be appropriately adjusted for age, gender, and culture. 相似文献
76.
Utilizing the interpersonal needs and gratifications perspective as the framework for this investigation, two studies investigated the link between interpersonal communication motives and the development of loneliness in the lives of older adults. Results suggest that (a) the interpersonal communication motives are a viable construct to be studied within this target population, (b) a significant relationship does exist between interpersonal communication motives (escape, pleasure, relaxation, cntrol, affection, and inclusion) and feelings of loneliness, and (c) communication is a significant factor in the development of loneliness within the lives of older adults. Implications of these results are discussed, and suggestions for future research are proposed. 相似文献
77.
Yalerie Cryer Downs 《Communication Research Reports》2013,30(2):173-179
Past research has found a linear relationship between dimensions of self‐reported self‐disclosure and solidarity when a “target” individual is identified. The present study sought to further investigate the relationship between dimensions of self‐disclosure and perceived interpersonal solidarity within an intergenerational relationship, and specifically, the grandparent‐grandchild dyad. Results supported a significant and positive relationship between the dimensions of intent, depth, honesty, and solidarity for grandparents; amount, depth, honesty, and solidarity for grandchildren. Implications of these results are discussed, and directions for future research are suggested. 相似文献
78.
Pat Cryer 《Higher Education》1981,10(4):425-436
This article is based on a survey of universities and polytechnics in the United Kingdom carried out in 1979. The results shed light on the question of who the people are who provide training and development for teachers in institutions of higher education: their departmental attachment, their timetabled involvement, and the facilities that they offer. The article concludes with a discussion of the background to, and implications of, the disparate resources for staff development in universities and polytechnics. 相似文献
79.
Dickinson Valarie L. Burns Judy Hagen Elaine R. Locker Kathryn M. 《Journal of Science Teacher Education》1997,8(4):295-311
Journal of Science Teacher Education - 相似文献
80.
Bilican Kader Akerson Valarie Nargund Vanashri 《International Journal of Science and Mathematics Education》2021,19(5):957-976
International Journal of Science and Mathematics Education - This study aimed to give insights of in-service teachers’ experiences of nature of science (NOS) learning and NOS teaching through... 相似文献