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101.
Katherine N. Peeples Allison M. Kroesch Victoria J. VanUitert 《Learning disabilities research & practice》2023,38(2):129-143
Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content-area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not receive training in literacy instruction, much less in explicit vocabulary instruction. Additionally, relatively few studies have examined content-area vocabulary instruction at the middle or secondary school level. This study addressed these gaps in the research by examining the effect of a performance feedback and coaching intervention on middle school mathematics teachers’ use of explicit mathematics vocabulary instruction. Results of the study indicate that performance feedback and coaching had moderately positive effects on teachers’ use and quality of explicit mathematics vocabulary instruction. 相似文献
102.
The purpose of the study presented in this paper is to examine uses of evidence inuniversity students' writing of scientific argument. The study was conducted in anintroductory level oceanography course in a large public university. In this course students draw on large-scale geological data sets provided by an interactive CD-ROM,`Our Dynamic Planet' (Prothero 1995), to write a scientific technical paper. We examined the uses of evidence in two ways. First, we conducted interviews with undergraduate oceanography students n = 9, non-oceanography undergraduate students n = 8 , and course instructors n = 4 to assess the differences in interpretation of uses of scientific evidence for high ranked and low ranked student papers from a previous academic year. Second, we applied our proposed argumentation analysis to student writing to examine the formulation of evidence in these high and low ranked papers. We draw on these findings to discuss ways of teaching students the construction of argument in scientific writing. 相似文献
103.
Integrating principles of differential emotions theory and social information-processing theory, this study examined a model of emotional, cognitive, and behavioral predictors of peer acceptance in a sample of 201 early elementary school-age children (mean age = 7 years, 5 months). A path analytic model showed that social skills mediated the effect of emotion knowledge on both same- and opposite-sex social preference, but social skills and verbal ability were more strongly related to opposite-sex peer acceptance. These findings suggest that adaptive social skills constitute a mechanism through which children express their emotion knowledge and achieve peer acceptance. Results also supported findings of previous studies that showed that emotion knowledge mediated the effect of verbal ability on social skills. Findings from the present study have specific implications for emotion-centered prevention programs that aim to improve children's socioemotional competence and enhance the likelihood of peer acceptance. 相似文献
104.
Jennifer M. Doran Meghann P. Galloway Allison N. Ponce 《Mentoring & Tutoring: Partnership in Learning》2018,26(2):165-182
Health service psychology has been slow to create a leadership mentoring model. A survey of former chairs of the American Psychological Association of Graduate Students and American Psychological Association’s Committee on Early Career Psychologists revealed that: (a) early career leaders had at least one mentor who explicitly supported their leadership development; (b) these mentoring relationships were both formal and informal; (c) peer mentoring was invaluable for fostering success; and (d) mentorship relationships were critical in preparing respondents for their roles. A preliminary framework and associated guidance for leadership mentoring in psychology is proposed. 相似文献
105.
The objectives of this study were to identify the student behaviours associated with teacher stress and determine the types of teacher behaviours that may elicit these stressful student behaviours. Student teachers (n=186) and their supervising teachers (n=77) completed a stressful student behaviour questionnaire, a teacher behaviour questionnaire, and a teacher stress survey. Results showed that student lack of effort in class was most strongly associated with teacher stress. In addition, teacher behaviours were correlated with students’ behaviours of coming to class unprepared. However, few significant correlations were obtained when student behaviour and teacher behaviour data were provided by different sources. 相似文献
106.
Allison Ward Parsons Camille Lawrence Bryant 《The Journal of educational research》2016,109(4):375-390
Early, effective instruction to introduce both science vocabulary and general academic language may help children build a strong conceptual and linguistic foundation for later instruction. In this study, a design research intervention was employed to expose children to a variety of interrelated science content words to increase both the breadth and the depth of their vocabularies. This 8-week intervention targeted specific science content vocabulary development through adapting teachers' practices to include use of three instructional techniques: Teachers interactively read aloud information books, engaged students in conversation, and provided hands-on science activity centers. Results demonstrated that children deepened their understanding of the targeted vocabulary words. 相似文献
107.
Sara Allison Andrew Notebaert Eddie Perkins Marianne Conway Erin Dehon 《Anatomical sciences education》2021,14(6):764-773
Cadaveric dissection offers an important opportunity for students to develop their ideas about death and dying. However, it remains largely unknown how this experience impacts medical students' fear of death. The current study aimed to address this gap by describing how fear of death changed during a medical gross anatomy dissection course and how fear of death was associated with examination performance. Fear of death was surveyed at the beginning of the course and at each of the four block examinations using three of the eight subscales from the Multidimensional Fear of Death Scale: Fear of the Dead, Fear of Being Destroyed, and Fear for the Body After Death. One hundred forty-three of 165 medical students (86.7%) completed the initial survey. Repeated measures ANOVA showed no significant changes in Fear of the Dead (F (4, 108) = 1.45, P = 0.222) or Fear for the Body After Death (F (4, 108) = 1.83, P = 0.129). There was a significant increase in students' Fear of Being Destroyed (F (4, 108) = 6.86, P < 0.0005) after beginning dissection. This increase was primarily related to students' decreased willingness to donate their body. Concerning performance, there was one significant correlation between Fear for the Body After Death and the laboratory examination score at examination 1. Students with higher fears may be able to structure their experience in a way that does not negatively impact their performance, but educators should still seek ways to support these students and encourage body donation. 相似文献
108.
Racializing educational change: Melting pot and mosaic influences on educational policy and practice
Allison Skerrett 《Journal of Educational Change》2008,9(3):261-280
This article racializes educational change by examining literature on the history of educational approaches to diversity in
the United States and Ontario, Canada to demonstrate how their respective national myths for engaging with diversity—the melting
pot and mosaic—have impacted their educational policies and practices over three definable eras of educational change. The
educational policies and practices of the two countries are evaluated in relation to four significant and—within the existing
literature—widely used political and educational strategies for responding to racial and ethnocultural diversity in schools.
The paper cautions that the current era of curriculum standardization and high stakes assessments that reflects a melting
pot approach to education reinstitutes and reinforces an inequitable vertical mosaic structure of schooling experiences and
outcomes for diverse student populations. It urges policy makers to consider how the current movement toward post-standardization,
which reflects a mosaic approach, is presently influencing educational policy and practice in international contexts and achieving
more just and effective learning outcomes for diverse student groups.
相似文献
Allison SkerrettEmail: |
109.
As curriculum standardization escalates, teachers’ agency in relation to teaching to student diversity takes on increasing importance. This article draws from an international study that investigated the multicultural and antiracist teaching practices of 15 English teachers in two racially diverse schools, one in the United States, the other in Canada. Analysis of in-depth interviews and curriculum-related documents found that teachers’ agency was related to biographical elements of professional preparation, prior experiences with diversity, and generational status. The article reports on data from the United States school and offers recommendations for professional development and teacher preparation. 相似文献
110.
Allison M. Prasch 《Quarterly Journal of Speech》2019,105(1):42-67
I argue that Barack Obama’s immediate, imaginary, and discursive deictic references to the actions and character of ordinary citizens, specific geographical markers within the “landscape of American history,” and sacred moments in U.S. history extended and enlarged the relational, spatial, and temporal contours of the national narrative in his 2015 speech on the fiftieth anniversary of Bloody Sunday. In so doing, the president offered a compelling (re)definition of patriotism, civic responsibility, and “the true meaning of America.” More broadly, I argue for an expanded notion of deixis within rhetorical scholarship. Beyond a linguistic “pointing” to bodies, places, and objects within the audience’s immediate vicinity, I detail how indexicals bring various images before the eyes of the audience, link individual texts to their political, historical, social, and cultural contexts, and direct our attention to the most important parts of the national narrative even as they deflect our attention from other parts of the story. Ultimately, I suggest that deixis illuminates theories of rhetorical vision in ways that have gone unnoticed, and it is only when we recognize the psychological and cognitive effects of deictic speech that we can fully appreciate the central role phantasia plays in persuasion, deliberation, and moral judgment. 相似文献