全文获取类型
收费全文 | 106篇 |
免费 | 2篇 |
专业分类
教育 | 75篇 |
科学研究 | 2篇 |
各国文化 | 1篇 |
体育 | 6篇 |
文化理论 | 1篇 |
信息传播 | 23篇 |
出版年
2021年 | 2篇 |
2020年 | 6篇 |
2019年 | 5篇 |
2018年 | 9篇 |
2017年 | 7篇 |
2016年 | 2篇 |
2015年 | 4篇 |
2014年 | 8篇 |
2013年 | 26篇 |
2012年 | 4篇 |
2011年 | 1篇 |
2010年 | 4篇 |
2009年 | 6篇 |
2006年 | 2篇 |
2005年 | 1篇 |
2004年 | 4篇 |
2003年 | 3篇 |
2002年 | 3篇 |
2001年 | 1篇 |
1998年 | 1篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1988年 | 1篇 |
1984年 | 2篇 |
排序方式: 共有108条查询结果,搜索用时 232 毫秒
101.
Leanna Stiefel Amy Ellen Schwartz Patrice Iatarola Colin C. Chellman 《Economics of Education Review》2009,28(5):585-599
With the financial support of several large foundations and the federal government, creating small schools has become a prominent high school reform strategy in many large American cities. While some research supports this strategy, little research assesses the relative costs of these smaller schools. We use data on over 200 New York City high schools, from 1996 through 2003, to estimate school cost functions relating per pupil expenditures to school size, controlling for school output and quality, student characteristics, and school organization.We find that the structure of costs differs across schools depending upon mission—comprehensive or themed. At their current levels of outputs, themed schools minimize per pupil costs at smaller enrollments than comprehensive schools, but these optimally sized themed schools also cost more per pupil than optimally sized comprehensive schools. We also find that both themed and comprehensive high schools at actual sizes are smaller than their optimal sizes. 相似文献
102.
Writing-to-learn activities in science classrooms can have an impact on student learning. This study sought to examine if the audience for which students write explanations of biology concepts affects their understanding of these concepts. One hundred eighteen Year 9/10 biology students from four classes participated in the study. There were four different audiences: teacher, younger students, peers, and parents. Students' writing for peers or younger students performed significantly better on conceptual questions than students writing for the teacher or the parents. 相似文献
103.
104.
105.
The critical challenge of recruiting, preparing, and retaining high-quality mathematics and science teachers for high-need urban schools is complex. Therefore, identifying factors that support and impede a teaching residency program’s implementation may have the potential to build an effective initiative that will benefit all stakeholders. The purpose of our study was to examine preservice teachers’ perceptions about their experiences in the Teaching Residency Program for Critical Shortage Areas program, a federally funded program designed to address teacher shortages in mathematics and science in high-need schools. Three themes emerged from the data analysis: (a) the residency framework, (b) a relevant curriculum, and (c) immersion in an authentic school context. Our findings have the potential to inform policy-makers, school administrators, university directors of school partnerships, and other individuals who have direct influence on teacher recruitment and retention. 相似文献
106.
Elana R. McDermott Laudan B. Jahromi Adriana J. Umaña-Taylor Stefanie Martinez-Fuentes Shandra M. Jones Kimberly A. Updegraff 《Child development》2021,92(4):e513-e530
Drawing on data from a longitudinal study of 204 Mexican-origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers’ educational re-engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic context on adolescent mothers’ educational re-engagement and attainment and their children’s academic and social-emotional outcomes. Findings detailed adolescent mothers’ re-engagement in school after the birth of their child and revealed that family income during adolescents’ pregnancies was directly associated with re-engagement and attainment, and also initiated cascade effects that shaped adolescents’ economic contexts, their subsequent re-engagement and attainment, and ultimately their children’s academic and social-emotional outcomes at age 5. 相似文献
107.
正确的一步 总被引:1,自引:0,他引:1
Betty rubbed her hands together,careful not toput too much pressure on her red,chappedknuckles.Her fingers were numb with cold,aswere her feet,but she couldn’t bend over toreach them.Craning her neck over the bedsidefrom which her legs dangled,Betty inspected her feetfrom her seated position.Her left foot pointed harshlyinward,the big toe angled at nearly forty—five degrees.Grimacing,she scanned the floor for her new slippers,noting the digital clock on her dresser.Eleven-thirty,she thought.Another early morning.Yawning,shewondered if sometimes the fatigue wasn’t worse than thepain. 相似文献
108.
Helen Hamlet Buchanan Paul A. McDermott Barbara A. Schaefer 《Psychology in the schools》1998,35(4):355-361
Standardized and reliable rating scales have an important role in educational assessment and behavioral classroom intervention. The Learning Behaviors Scale (LBS) is a standardized behavior rating scale designed to report how individual students respond to classroom learning situations. This study investigated the interobserver agreement of the LBS with the use of linear and intraclass correlation methods. The methods jointly assessed the three salient aspects of observer judgments—severity level, rank order, and directionality. Participants were 72 students enrolled in special education programs as observed by 16 educators in eight self-contained classrooms. Both linear and intraclass coefficients were substantial (averages = .83 and .84, respectively). No significant observer effect was found. Moreover, the LBS produced comparable levels of differential learning styles for assessments of individual children. © 1998 John Wiley & Sons, Inc. 相似文献