全文获取类型
收费全文 | 97篇 |
免费 | 4篇 |
专业分类
教育 | 68篇 |
科学研究 | 10篇 |
各国文化 | 2篇 |
综合类 | 1篇 |
信息传播 | 20篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 1篇 |
2018年 | 1篇 |
2017年 | 7篇 |
2016年 | 4篇 |
2015年 | 1篇 |
2014年 | 4篇 |
2013年 | 23篇 |
2012年 | 1篇 |
2011年 | 2篇 |
2010年 | 1篇 |
2009年 | 1篇 |
2008年 | 1篇 |
2007年 | 1篇 |
2006年 | 1篇 |
2005年 | 5篇 |
2004年 | 7篇 |
2003年 | 2篇 |
2002年 | 3篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1988年 | 5篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1942年 | 1篇 |
1921年 | 1篇 |
1919年 | 1篇 |
1870年 | 1篇 |
排序方式: 共有101条查询结果,搜索用时 296 毫秒
1.
Eddie Woodward 《Public Library Quarterly》2016,35(2):85-89
All too often, applicants for low level paraprofessional positions in libraries are passed over or rejected, not because they are not qualified, but because they have professional experience or advanced degrees. The rationale behind these decisions is that the overqualified staff member in a low level position will continue to look for a better position more aligned with their skills, experience, and education; and when they find another job they will leave and their positions will have to be filled again. This essay argues that this reasoning is flawed and, regardless of the perceived inconvenience, library managers and administrators should want the best and the brightest working in all levels of their library. 相似文献
2.
This study describes the development of emotional and behavioral regulation in a regional cohort of children born extremely preterm (<28 weeks gestational age, n = 39), very preterm (<34 weeks gestational age, n = 56), and full term (n = 103). At 2 and 4 years, children born at younger gestational ages demonstrated poorer self-regulation across multiple contexts spanning observed interactions, formal cognitive testing, and parental report of child behavior at home. Among children born preterm, the 2 strongest predictors of impairments in self-regulation were the presence of moderate-to-severe cerebral white matter abnormalities on neonatal magnetic resonance and a less sensitive parenting style when children were aged 2 years. Findings support the importance of early neurological development and parenting for developing regulation in children born very preterm. 相似文献
3.
A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables of ES performance. Since prerequisite mathematics is not significant, statistical thinking at the tertiary level may be mostly intuitive and non-mathematical. Students with low aptitude experience increasing returns to effort over the first half of the feasible effort interval, while high-aptitude students experience diminishing returns at all levels of effort. The levels of effort required to achieve a minimum pass are interpreted. 相似文献
4.
5.
6.
Lauren H. Howard Annette M. E. Henderson Cristina Carrazza Amanda L. Woodward 《Child development》2015,86(1):259-275
Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated. 相似文献
7.
8.
9.
Writing in Mathematics: An Alternative Form of Communication for Academically Low‐Achieving Students
Juliet A. Baxter John Woodward Deborah Olson 《Learning disabilities research & practice》2005,20(2):119-135
Abstract. Classroom communication figures prominently in current math reform efforts. In this study, we analyze how one teacher used writing to support communication in a seventh‐grade, low‐track mathematics class. For one school year, we studied four low‐achieving students in the class. Students wrote in journals on a weekly basis. Using classroom observations and interviews with the teacher, we developed profiles of the four students, capturing their participation in class discussions. The profiles highlighted an important similarity among the four students: marginal participation in both small‐group and whole‐class discussions. However, our analysis of the students' journals identified multiple instances where the students were able to explain their mathematical reasoning, revealing their conceptual understanding, ability to explain, and skill at representing a problem. In this respect, journals potentially facilitate another important form of classroom communication. The promise of writing is that it offers an alternative to the visions of classroom communication that are strictly oral in nature. 相似文献
10.