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51.
OBJECTIVE: According to mandatory reporting laws for professionals, the relationship between initial recognition that a child may have been abused and the subsequent reporting of that suspected case of child abuse to the responsible agency would, at first glance, appear to be clear. However, this relationship has developed into one of the major social policy controversies of the recent past. Our major goal is to present research findings that address this social policy debate concerning the problems of underreporting and overreporting, focusing specifically on teachers. METHOD: A factorial survey design, that combines the advantages of the factorial experiment with those of surveys, was employed in a probability sample of teachers (N=480) who responded to vignettes in which case characteristics were systematically manipulated. Teachers responded with judgments about whether the vignette was child abuse and the likelihood that they would report this suspected case. Characteristics of the teachers and their work setting (school) were also measured. RESULTS: When comparing the teachers' recognition and reporting scores, we found that they gave the same score for 63% of the vignettes they judged, gave higher reporting than recognition scores (overreporting) for 4% of the vignettes, and gave higher recognition than reporting scores (underreporting) for 33% of the vignettes. Discrepancies between recognition and reporting (over and under reporting) were related to characteristics of the case, teacher, and school where the teacher was employed. CONCLUSIONS: Teachers in our Ohio sample evidence the use of professional discretion in making judgments about the recognition and reporting of child abuse and do not appear to make these judgments with equal certainty. Their use of discretion is more likely to result in underreporting than overreporting. 相似文献
52.
Daniel G. Webster Myles H. Williams Roger D. Owens Vance B. Geiger Donald A. Dewsbury 《Learning & behavior》1981,9(2):173-177
The digging behavior of 12 taxa of muroid rodents was observed on sand and peat substrates. Overall, significantly more digging was performed on peat than on sand. The percentage of animals of each taxon that dug was found to be positively correlated with both the duration of digging and the number of bouts of digging and negatively correlated with latency to dig. Differences across taxa in the duration of digging were correlated with field observations of the nesting behavior of these taxa; taxa that frequently utilize subterranean nest sites exhibited more digging than those that do not. The motor patterns used in digging are described;Mus musculus was the only species that appeared to exhibit a unique digging pattern. Digging behavior appears to be a pattern that is readily elicited in the laboratory, related to behavior in the field, and appropriated for further laboratory study. 相似文献
53.
How a Deweyan science education further enables ethics education 总被引:1,自引:0,他引:1
Scott Webster 《Science & Education》2008,17(8-9):903-919
This paper questions the perceived divide between ‘science’ subject matter and ‘moral’ or ‘ethical’ subject matter. A difficulty that this assumed divide produces is that science teachers often feel that there needs to be ‘special treatment’ given to certain issues which are of an ethical or moral nature and which are ‘brought into’ the science class. The case is made in this article that dealing with ethical issues in the science class should not call for a sensitivity that is beyond the expertise of the science teacher. Indeed it is argued here that science teachers in particular have a great deal to offer in enabling ethics education. To overcome this perceived divide between science and values it needs to be recognised that the educative development of learners is both scientific and moral. I shall be using a Deweyan perspective to make the case that we as science teachers can overcome this apparent divide and significantly contribute to an ethics education of our students. 相似文献
54.
55.
Colin Webster Iveta Silova Amy Moyer Suzanne McAllister 《Journal of Educational Change》2011,12(3):347-370
As the former socialist countries of Southeastern/Central Europe and the former Soviet Union have embarked on their journeys
from authoritarian to democratic societies in the early 1990s, education systems across the region have experienced major
changes. From curriculum revision to education finance reforms, virtually no aspect of the education systems has remained
untouched. While all post-socialist reform efforts have striven for large-scale, sustainable change, some initiatives were
more successful than others, and many reform efforts were short-lived. Focusing on pre-service teacher education reform in
Latvia, this article seeks to understand how educational leadership contributes to sustainability of educational reform in
the dynamic context of post-socialist education transformation processes. 相似文献
56.
Danielle D. Wadsworth Leah E. Robinson Karen Beckham Kip Webster 《Early Childhood Education Journal》2012,39(6):391-395
Engaging in moderate-to-vigorous physical activity is essential to lifelong health and wellness. Physical activity behaviors
established in early childhood relate to physical activity behaviors in later years. However, research has shown that children
are adopting more sedentary behaviors. Incorporating structured and planned physical activity breaks into classroom transition
times is an inexpensive and effective technique to increase children’s physical activity during school hours. However, this
approach has not been studied in preschool settings. The purpose of this paper is to provide a simple, cost-effective method
that incorporates structured physical activity into the preschool curriculum through classroom based physical activity breaks.
Results of a case study along with an overview of the implementation of physical activity breaks are discussed. 相似文献
57.
The purpose of this study was to investigate whether a relationship exists between school-level environment and student outcomes.
The study involved 620 teachers and 4645 students from 57 Australian secondary schools. Student outcome measures included
mathematics achievement, career aspirations and students' attitudes and beliefs about success in mathematics. Teachers' perceptions
of their school environment were measured using the School-Level Environment Questionnaire (SLEQ). Because previous research
has shown that factors at the school level, such as environment, influence education at the classroom level, data regarding
the instructional practices of teachers were included in the analysis in order to investigate this further. The results of
these analyses show that various factors of the school-level environment were linked to improved student outcomes. Relationships
were also found between teaching practices and student outcomes.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
58.
59.
The original mission of the state and land-grant university was to engage with communities to solve problems and improve the quality of life for the citizenry. Today most state and land-grant universities have moved far away from their original mission and are struggling to become engaged with the communities they serve. In this case study, we highlight some of the steady progress toward engagement that has recently occurred at The Pennsylvania State University. We catalogue how strong vision and leadership; infrastructure reorganization; and the active involvement of faculty, students, and community partners have revitalized the land-grant mission at Penn State.
Keith R. Aronson is the Assistant Director of the Social Science Research Institute and the Children, Youth, and Families Consortium, The Pennsylvania State University. Dr. Aronson received his B.A. from Rutgers University, M.A. from Ball State University, and Ph.D. from The Pennsylvania State University. He is a clinical psychologist with a specialization in biobehavioral health and is interested in understanding how research conducted at universities and colleges can better impact communities.
Nicole Webster is Assistant Professor of Agricultural and Extension Education, The Pennsylvania State University. Dr. Webster received her B.A. from the University of Florida and her M.A. and Ph.D. from Michigan State University. Her special interest is in service-learning research, particularly among minority youth. 相似文献
60.
Classroom contexts for learning at primary and secondary school: Class size,groupings, interactions and special educational needs
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The inclusion of pupils with special educational needs and disabilities (SEND) in mainstream schools can result in difficult decisions regarding classroom organisation and management. The premise of this article is that these are likely to be affected by the classroom context, specifically the number of pupils in the class, the size and composition of groups and classes, and the presence of additional adults, but that there is very little systematic information on these features. A systematic observation study was conducted involving 48 pupils at Year 5 (9–10 years) and 49 pupils at Year 9 (13–14 years) with Statements of SEND, along with 115 comparison pupils at Year 5 and 112 at Year 9 who were typically developing. There were nearly 70,000 observations (data points) in total. Results showed that pupils at Year 5 with SEN were being taught in larger classes than at Year 9, and that, compared with typically developing pupils, they were much more likely to be separately taught in small, low‐attaining groups at Year 5 and small, low‐attaining classes (sets) at secondary. The study raises worrying questions about the appropriateness of classroom contexts for pupils with SEND and the heavy reliance on teaching assistants. 相似文献