全文获取类型
收费全文 | 172篇 |
免费 | 6篇 |
专业分类
教育 | 143篇 |
科学研究 | 2篇 |
各国文化 | 3篇 |
体育 | 12篇 |
文化理论 | 6篇 |
信息传播 | 12篇 |
出版年
2021年 | 2篇 |
2020年 | 4篇 |
2019年 | 6篇 |
2018年 | 2篇 |
2017年 | 6篇 |
2016年 | 2篇 |
2015年 | 3篇 |
2014年 | 5篇 |
2013年 | 40篇 |
2012年 | 5篇 |
2011年 | 5篇 |
2010年 | 5篇 |
2009年 | 5篇 |
2008年 | 4篇 |
2007年 | 2篇 |
2006年 | 4篇 |
2005年 | 3篇 |
2004年 | 2篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1976年 | 2篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1937年 | 1篇 |
排序方式: 共有178条查询结果,搜索用时 359 毫秒
101.
102.
103.
J. David Carlson Terry Dobson 《The International Journal of Art & Design Education》2020,39(2):430-444
With the emergence of an entire generation of technologically infused learners comes a new challenge for educators to combat their desire for technologically enhanced isolation. The impact of social media on self‐absorption and the ramifications of excessive screen time are already evident in our current generation of tech‐native students. Meanwhile, the need for more empathetic employees who show compassion toward clients, exercise tolerance for co‐workers and demonstrate cultural awareness in all aspects of their work is already being prioritised over discipline‐specific skills and even STEM expertise by current business leaders. Similarly, the demand for more empathetic creatives is being catalysed by a design industry that now values human‐centredness. Empathy brings the human component to user‐experience and interface design and is now widely acknowledged as the first step in any design process. As a corollary, the development of empathy as a pedagogical deliverable will not only be necessary for the workplace of the future but for future generations to become fully‐functioning members of society. This research explores how an inclusive art and design pedagogy can foster collaborative learner‐centred approaches to develop empathy as a key component of emotional intelligence. Our methodology for triggering meaningful experiences and transformational growth harnesses collaborative play as a way to engage learners in stimulating, socially conscious teamwork. By becoming more intentional about designing the future of higher education in order to nurture more empathetic career creatives, we also lay the groundwork in preparation for educating the most technologically advanced, yet potentially socially isolated learners of any generation yet. 相似文献
104.
Marilyn P. Carlson 《Educational Studies in Mathematics》1999,40(3):237-258
This study investigated the mathematical behavior of graduate students and the experiences that contributed to their mathematical development and success. Their problem-solving behavior was observed while completing complex mathematical tasks, and their beliefs were assessed by administering a written survey. These graduate students report that a mentor, most frequently a high school teacher, facilitated the development of their problem solving abilities and continued mathematical study. The mentors were described as individuals who provided challenging problems, encouragement, and assistance in learning how to approach complex problems. When confronted with an unfamiliar task, these graduate students exhibited exceptional persistence and high confidence. Their initial problem solving attempts were frequently to classify the problem as one of a familiar type, and they were not always effective in accessing recently taught information or monitoring their solution attempts, but were careful to offer only solutions that had a logical foundation. These results provide numerous insights into the complexities of using and extending one's mathematical knowledge and suggest that non-cognitive factors play a prominent role in a student's mathematical success.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
105.
Lindsay Zajac Megan K. Bookhout Julie A. Hubbard Elizabeth A. Carlson Mary Dozier 《Child development》2020,91(1):145-162
This study examined infant attachment as a predictor of social information processing (SIP) in middle childhood (n = 82) while controlling for parental sensitivity in middle childhood. Attachment quality was assessed using the Strange Situation. Although attachment insecurity did not predict SIP, attachment disorganization positively predicted the early SIP steps of hostile attributional bias and aggressive goals. Children with disorganized attachments interpreted ambiguous provocations more negatively (as indicating more hostility, rejection, and disrespect and as resulting in more anger) and endorsed significantly more revenge and dominance goals than children with organized attachments. In contrast, parental sensitivity negatively predicted the later SIP step of positive expectations for aggressive responses. Results further our understanding of the adverse outcomes associated with attachment disorganization. 相似文献
106.
Huey‐Ling Lin Nedra Hazareesingh Janet Taylor Jeffrey Gorrell Helen L. Carlson 《Journal of Early Childhood Teacher Education》2013,34(3):135-150
Abstract In this study we examined 382 preservice teachers’ perceived efficacy, their beliefs regarding teaching and learning, and the relationship between these two variables by analyzing quantitative and qualitative data using a modified version of the Gibson and Dembo Teacher Efficacy Scale and six open‐ended questions. A general linear model analysis revealed that several factors differ across certain preparation programs. Preservice teachers’ efficacy beliefs increased at the end of these two different teacher education programs. Qualitative analyzes revealed variance in preservice teachers’ beliefs about teaching and learning between the two majors and in the two locations which they were studying. Most ending‐level preservice teachers had adopted the views of the way teachers are supposed to teach promoted by the particular teacher education program. The internal program coherence, program structural contexts, program's goals, and learning experiences in the program may act as important factors on preservice teachers’ beliefs. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
107.
Stefani Carlson 《Journal of Jewish Education》2013,79(2):136-163
ABSTRACTThis case study is an investigation of the teaching and learning of a teacher in the congregational school of which the author was the director, whose classroom practice was strongly reflective of relational learning theory. It explores the pathways through which this teacher was in turn supported in learning and teaching by relationships with peers, supervisors, and teen madrichim in the Relational Learning Community in which the faculty participated. Most significantly, this study examines how such support provided a source of resilience during a period of intense stress and disconnect, and explores the wider implications for teacher growth and retention. 相似文献
108.
Rose AJ Schwartz-Mette RA Smith RL Asher SR Swenson LP Carlson W Waller EM 《Child development》2012,83(3):844-863
Although girls disclose to friends about problems more than boys, little is known about processes underlying this sex difference. Four studies (Ns = 526, 567, 769, 154) tested whether middle childhood to mid-adolescent girls and boys (ranging from 8 to 17 years old) differ in how they expect that talking about problems would make them feel. Girls endorsed positive expectations (e.g., expecting to feel cared for, understood) more strongly than boys. Despite common perceptions, boys did not endorse negative expectations such as feeling embarrassed or worried about being made fun of more than girls. Instead, boys were more likely than girls to expect to feel "weird" and like they were wasting time. Sex differences in outcome expectations did help to account for girls' greater disclosure to friends. 相似文献
109.
Natasha K. Segool John S. Carlson Anisa N. Goforth Nathan von der Embse Justin A. Barterian 《Psychology in the schools》2013,50(5):489-499
This study explored differences in test anxiety on high‐stakes standardized achievement testing and low‐stakes testing among elementary school children. This is the first study to directly examine differences in young students’ reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred thirty‐five students in Grades 3 through 5 participated in the study. Students completed assessments of test anxiety following NCLB testing and typical classroom testing. Students reported significantly more overall test anxiety in relation to high‐stakes testing versus classroom testing on two measures of test anxiety, effect sizes r = ?.21 and r = ?.10. Students also reported significantly more cognitive (r = ?.20) and physiological (r = ?.24) symptoms of test anxiety in relation to high‐stakes testing. This study adds to the test anxiety literature by demonstrating that students experience heightened anxiety in response to NCLB testing. 相似文献
110.
Kathleen B. Watson Susan A. Carlson Dianna D. Carroll Janet E. Fulton 《Journal of sports sciences》2013,31(7):660-669
AbstractThe purpose of this study was (1) to describe physical activity prevalence, categorised according to the 2008 Physical Activity Guidelines for Americans (2008 Guidelines), using different accelerometer cut points and (2) to examine physical activity prevalence patterns by reported cut points across selected characteristics. Cut points from 9 studies were used to estimate physical activity prevalence in a national adult sample (n = 6547). Estimates were stratified by validation study activity protocols used to derive cut points – ambulatory (walking/running) and lifestyle activities (e.g. gardening, housework, walking). Results showed that the prevalence of meeting the 2008 Guidelines ranged from 6.3% to 98.3% overall and was lower for cut points derived from ambulatory (median = 11.5%, range = 6.3–27.4%) compared to lifestyle (median = 77.2%, range = 60.6–98.3%) protocols. Prevalence patterns across protocols differed for age, but were similar for other characteristics. In conclusion, prevalence of meeting the 2008 Guidelines varied widely, indicating that choice of cut point had an impact on prevalence. To generate future accelerometer cut points one may consider developing cut points for demographic subgroups using a variety of lifestyle physical activities. 相似文献