全文获取类型
| 收费全文 | 118篇 |
| 免费 | 1篇 |
专业分类
| 教育 | 80篇 |
| 科学研究 | 14篇 |
| 各国文化 | 3篇 |
| 体育 | 4篇 |
| 文化理论 | 1篇 |
| 信息传播 | 17篇 |
出版年
| 2021年 | 1篇 |
| 2020年 | 1篇 |
| 2019年 | 3篇 |
| 2018年 | 4篇 |
| 2017年 | 4篇 |
| 2016年 | 7篇 |
| 2015年 | 1篇 |
| 2014年 | 5篇 |
| 2013年 | 18篇 |
| 2012年 | 4篇 |
| 2011年 | 4篇 |
| 2010年 | 2篇 |
| 2009年 | 4篇 |
| 2008年 | 2篇 |
| 2007年 | 3篇 |
| 2006年 | 2篇 |
| 2005年 | 3篇 |
| 2003年 | 1篇 |
| 2002年 | 1篇 |
| 2001年 | 1篇 |
| 2000年 | 3篇 |
| 1999年 | 1篇 |
| 1998年 | 4篇 |
| 1997年 | 2篇 |
| 1994年 | 1篇 |
| 1993年 | 1篇 |
| 1992年 | 1篇 |
| 1991年 | 4篇 |
| 1990年 | 2篇 |
| 1988年 | 1篇 |
| 1987年 | 2篇 |
| 1986年 | 1篇 |
| 1985年 | 4篇 |
| 1982年 | 1篇 |
| 1981年 | 1篇 |
| 1980年 | 1篇 |
| 1978年 | 1篇 |
| 1975年 | 1篇 |
| 1973年 | 1篇 |
| 1946年 | 2篇 |
| 1934年 | 1篇 |
| 1933年 | 1篇 |
| 1932年 | 1篇 |
| 1922年 | 1篇 |
| 1904年 | 1篇 |
| 1902年 | 1篇 |
| 1890年 | 1篇 |
| 1887年 | 1篇 |
| 1880年 | 5篇 |
排序方式： 共有119条查询结果，搜索用时 15 毫秒
61.
62.
63.
64.
65.
Karen L. Thierry Heather L. Bryant Sandra Speegle Nobles Karen S. Norris 《Early education and development》2016,27(6):805-821
Research Findings: Students experienced a mindfulness program designed to enhance their self-regulation in prekindergarten and kindergarten. At the end of the 1st year of the program, these students showed improvements in teacher-reported executive function skills, specifically related to working memory and planning and organizing, whereas students in a business as usual control group showed a decline in these areas. No difference between the groups’ receptive vocabulary was found in prekindergarten. At the end of kindergarten, the mindfulness group had higher vocabulary and reading scores than the business as usual group. Practice or Policy: These findings suggest that mindfulness practices may be a promising technique that teachers can use in early childhood settings to enhance preschoolers’ executive functioning, with academic benefits emerging in the kindergarten year. 相似文献
66.
Decades of research in (oral) communication across the curriculum can provide a firm foundation for many forms of communication, but the related research focused on discipline-specific visual modalities is sparse. For this pilot investigation, we interviewed 12 faculty members across STEM fields about how students are asked to use visual communication within a course and what kind of visual communication instruction or guidance they are given. The results provide an empirically supported investigation into the perception of the value of visuals in STEM, how students in STEM disciplines learn how to create and use visuals, and how this instruction is accomplished through communities of practice. Based on these results, we argue that it is not enough to teach students discipline-specific writing and oral skills with a quick nod to visuals, but instead there should be special attention devoted to unique pedagogical strategies in teaching visual communication construction. 相似文献
67.
68.
69.
This article addresses the question of what bearing the nature of educational theories has on their application to practice. More specifically, attention is focused on the application of normative goal-directed theories of science education. An account of normative goal-directed theories and of their application is presented. This account highlights the constituent elements and structures that should be found in a normative goal-directed educational theory. A particular version of the science education theory of constructivism is then examined to determine what elements and structures are found in it, and, as a result, what can be said about this theory and its application. Finally, a series of implications are drawn for the general problem of applying science education theories. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 977–1005, 1997. 相似文献
70.