全文获取类型
收费全文 | 308篇 |
免费 | 5篇 |
专业分类
教育 | 252篇 |
科学研究 | 3篇 |
各国文化 | 6篇 |
体育 | 24篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 24篇 |
出版年
2022年 | 6篇 |
2021年 | 2篇 |
2020年 | 7篇 |
2019年 | 13篇 |
2018年 | 15篇 |
2017年 | 7篇 |
2016年 | 17篇 |
2015年 | 4篇 |
2014年 | 4篇 |
2013年 | 81篇 |
2012年 | 4篇 |
2011年 | 8篇 |
2010年 | 5篇 |
2009年 | 5篇 |
2008年 | 5篇 |
2007年 | 6篇 |
2006年 | 5篇 |
2005年 | 3篇 |
2004年 | 5篇 |
2003年 | 8篇 |
2002年 | 3篇 |
2001年 | 6篇 |
2000年 | 6篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 5篇 |
1995年 | 2篇 |
1993年 | 3篇 |
1992年 | 8篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1970年 | 2篇 |
1969年 | 3篇 |
1968年 | 3篇 |
1966年 | 3篇 |
1936年 | 1篇 |
排序方式: 共有313条查询结果,搜索用时 31 毫秒
1.
This paper describes daily report cards and the evidence relating to their use in schools for children with attention‐deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre‐determined targets and parents subsequently providing reinforcement at home for positive reports. Research suggests that the daily report card has been effective in treating a range of ADHD symptoms and improving school outcomes, including academic achievement in some cases. The daily report card also encourages collaboration between teachers and parents, and evidence suggests that the intervention benefits from the inclusion of reinforcement at home. Daily report cards are easy to implement and research finds that teachers consider them an acceptable intervention for ADHD. This paper also considers challenges in using daily report cards, including barriers to their use over the long‐term and the risk of stigma for children with a report card. Ideas to address these issues are suggested. 相似文献
2.
Jessica L. Ford Jacob S. Ford Seth S. Frei Andrew Pilny Brenda L. Berkelaar 《Journal of Applied Communication Research》2016,44(3):316-335
Persistent school shootings have generated ongoing pressure to assess and enhance crisis communication effectiveness via strategies such as resilience-building and post-crisis restoration. A network perspective offers a robust, multilevel approach for examining complex information flows among community, campus, and individual actors affected by crises. Drawing on relational and structural embeddedness and Uncertainty Management Theory, we offer nine propositions that help explain structural and relational changes in a network over time. Although theoretically driven, these propositions are primarily functional, offering practical implications for safety officials and administrators trying to understand, prepare for, and respond to crises. Thus, we suggest measures and recommendations to improve information flow, uncertainty management, and resilience before, during, and after a crisis. 相似文献
3.
4.
Barbara Stewart Peter Speldewinde Benjamin Ford 《Assessment & Evaluation in Higher Education》2018,43(4):598-611
To track the quality of instruction delivered at the University of Western Australia, the university surveys all units using its Students’ Unit Reflective Feedback (SURF) metrics, and faculties use these metrics to benchmark student satisfaction. Consequently, teaching staff are actively encouraged to adopt teaching practices that will increase the average levels of these metrics. Using a ‘before-after’ approach, we compared these metrics before and after the implementation of improved teaching practices that addressed specific weaknesses identified through student responses for two undergraduate units. Despite the implementation of improved teaching practices, SURF scores did not increase significantly for the two units assessed, due possibly to the components of the academic programme covered by the SURF questions, the field-based nature of the units, and the difficulty in measuring an increase in the SURF scores of units which already score highly. This poor sensitivity of the SURF metrics to the implementation of improved teaching practices could have implications for their use for performance assessment by the university. 相似文献
5.
6.
7.
The purpose of this study was to determine if there is a relationship between learner personality types and perceived satisfaction when using Web-based instruction for mandatory and self-regulated continuing professional development. Two hundred and four real estate practitioners who participated in a Web-based professional development course completed the Millon Index of Personality Styles (MIPS) instrument and a survey to compare personality type and satisfaction. No relationship was found between personality types and satisfaction when using Web-based instruction. The majority (97%) of participants were satisfied with the course regardless of their personality characteristics. 相似文献
8.
A large urban school district contracted with a private nonprofit educational foundation to train 126 special education resource
teachers in the last three years in an Orton-Gillingham-based program. These teachers are currently teaching learning-disabled
students in groups of 8–10 at the elementary level and 10–13 students at the secondary level. Learning-disabled students who
qualify for Special Education, either in reading or spelling, or both, are receiving the instruction.
The teachers took a Basic Introductory Class (90 hours of Advanced Academic Credit offered by the Texas Education Agency,
or six hours of graduate credit at a local university) in order to teach the program in the resource setting. A two year Advanced
Training included annual on-site observations, two half-day workshops each fall and spring, and a two-day advanced workshop
in the second summer.
First grade teachers, one selected from each of the 164 campuses, supervisors, and principals attended a 25-hour course on
“Recognizing Dyslexia: Using Multisensory Teaching and Discovery Techniques.” The first grade teachers and special education
resource teachers collaborated to provide inservice training for their colleagues.
Research, conducted by the district’s Research Department, reveals statistically significant gains in reading and spelling
ability for the learning-disabled resource students as measured by the Woodcock Reading Mastery Test-Revised, and the Test
of Written Spelling. 相似文献
9.
Lisa Thurlow Peter Ford Grahame Hudson 《The International Journal of Art & Design Education》2019,38(2):478-491
Sketch inhibition is regularly alluded to by educators within design higher education and one with increasingly marked effects on industry. Over the past thirty years, students have been observed to engage less with the manual processes of design development process in favour of other activities perceived as more attractive, to the detriment of their development as effective designers. This article offers an evaluation of literature which supports the importance of sketching to the design process across a variety of disciplines, its anatomy and functions and demonstrates its role in cognitive support, as a language, a means of reflection, communication and storage of information and the micro‐processes it embodies. Initial findings regarding the symptoms of sketch inhibition are presented: from avoidance of studio sessions and minimal design development, to an overreliance on digital tools. It considers causes, ranging from lacking skill‐sets, psycho‐social, to technological, and although further investigation is recommended to establish depth and enable development of an appropriate pedagogical framework for its management within HE, various methods are offered at this stage for use by educators: these include fine art exercises, a rigorous pursuit of quantity and even paper type. 相似文献
10.
Fernandez Frank Baker David P. Fu Yuan-Chih Muñoz Ismael G. Ford Karly Sarita 《Minerva》2021,59(1):79-98
Minerva - Over the course of the 20th century, unprecedented growth in scientific discovery was fueled by broad growth in the number of university-based scientists. During this period the American... 相似文献