全文获取类型
收费全文 | 401篇 |
免费 | 11篇 |
专业分类
教育 | 330篇 |
科学研究 | 11篇 |
各国文化 | 7篇 |
体育 | 15篇 |
文化理论 | 4篇 |
信息传播 | 45篇 |
出版年
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 3篇 |
2020年 | 9篇 |
2019年 | 20篇 |
2018年 | 7篇 |
2017年 | 11篇 |
2016年 | 11篇 |
2015年 | 4篇 |
2014年 | 14篇 |
2013年 | 86篇 |
2012年 | 12篇 |
2011年 | 12篇 |
2010年 | 11篇 |
2009年 | 14篇 |
2008年 | 14篇 |
2007年 | 9篇 |
2006年 | 9篇 |
2005年 | 6篇 |
2004年 | 12篇 |
2003年 | 8篇 |
2002年 | 7篇 |
2001年 | 8篇 |
2000年 | 12篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1992年 | 3篇 |
1991年 | 6篇 |
1990年 | 6篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 6篇 |
1982年 | 4篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1976年 | 3篇 |
1971年 | 2篇 |
1907年 | 2篇 |
1903年 | 3篇 |
1901年 | 1篇 |
1899年 | 1篇 |
1852年 | 1篇 |
排序方式: 共有412条查询结果,搜索用时 109 毫秒
1.
2.
3.
Jean B. Schumaker Joseph B. Fisher Lisa D. Walsh Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200
In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program. 相似文献
4.
Eleanore Fisher 《Roeper Review》2013,35(3):49-51
Research demonstrates that the label “gifted” has different meanings for different groups of parents, but most parents find it difficult to separate the label from the entity of giftedness. 相似文献
5.
Research examining our ability to avoid obstacles in our path has stressed the importance of visual input. The aim of this study was to determine if athletes playing varsity-level field sports, who rely on visual input to guide motor behaviour, are more able to guide their foot over obstacles compared to recreational individuals. While wearing kinematic markers, eight varsity athletes and eight age-matched controls (aged 18–25) walked along a walkway and stepped over stationary obstacles (180° motion arc). Visual input was manipulated using PLATO visual goggles three or two steps pre-obstacle crossing and compared to trials where vision was given throughout. A main effect between groups for peak trail toe elevation was shown with greater values generated by the controls for all crossing conditions during full vision trials only. This may be interpreted as athletes not perceiving this obstacle as an increased threat to their postural stability. Collectively, findings suggest the athletic group is able to transfer their abilities to non-specific conditions during full vision trials; however, varsity-level athletes were equally reliant on visual cues for these visually guided stepping tasks as their performance was similar to the controls when vision is removed. 相似文献
6.
7.
CILT2000 helped VisMod evolve from a collection of local and distinct research and development efforts into a solid field of education. Previous intellectual efforts focused around a) modeling and simulation tools, b) visual explanation tools, c) visual data analysis tools, d) exploring student needs in the context of VisMod, and e) exploring instructional frameworks for VisMod. These focus areas have evolved in two main trajectories, representing the evolution of the field, the generalization trend, which seeks to identify general principles and guidelines for designing learning environments, and the equitable application trend, seeking to use knowledge gained in the field to leverage education in general. 相似文献
8.
OBJECTIVE: To show how the results of research on children's memory, communicative skills, social knowledge, and social tendencies can be translated into guidelines that improve the quality of forensic interviews of children. METHOD: We review studies designed to evaluate children's capacities as witnesses, explain the development of the structured NICHD Investigative Interview Protocol, and discuss studies designed to assess whether use of the Protocol enhances the quality of investigative interviews. RESULTS: Controlled studies have repeatedly shown that the quality of interviewing reliably and dramatically improves when interviewers employ the NICHD Protocol. No other technique has been proven to be similarly effective. CONCLUSIONS: Use of the structured NICHD Protocol improves the quality of information obtained from alleged victims by investigators, thereby increasing the likelihood that interventions will be appropriate. 相似文献
9.
OBJECTIVES: The study was designed to explore whether the credibility of children's statements regarding their alleged experiences of child sexual abuse could be assessed in a more valid and reliable way when investigative interviews were conducted using the NICHD protocol rather than in an unstructured manner. METHODS: Forty-two experienced Israeli youth investigators each assessed the credibility of allegations of sexual abuse made by alleged victims of sexual abuse when interviewed either with or without the protocol. Half of the alleged incidents were judged likely to have happened ("plausible") on the basis of independent evidence, while half were deemed unlikely to have happened ("implausible"). RESULTS: More non-protocol than protocol interviews were rated as "No judgment possible" rather than either credible or incredible. Allegations made in protocol interviews were more accurately rated as credible or incredible when they were either plausible or implausible, respectively, than those made in non-protocol statements. Levels of inter-rater reliability were also higher when protocol interviews were rated. The differences were significant only for plausible cases, however. CONCLUSIONS: The use of the NICHD protocol facilitated the assessment of credibility by child investigators although incredible allegations (those describing incidents that were unlikely to have happened) remained difficult to detect, even when the protocol was used. 相似文献
10.
Yael Sidi Ina Blau Yoram Eshet-Alkalai 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3300-3314
Academic dishonesty has been growing in both digital and analog settings. The present study aimed to generalize the ethical dissonance index (EDI), which was established in a sample of Israeli school students as the gap between the pervasiveness of academic dishonesty and its perceived legitimacy. Furthermore, the study examined how technology, dishonesty type and individual differences affect these factors. The study employed a scenario-based approach – an indirect strategy for deducing academic dishonest behaviors. Participants were 1055 school students from various grade levels, geographic locations and religious/ethnic sectors. Results regarding the role of technology revealed that, overall, digital academic dishonesty was less pervasive and deemed more legitimate compared to analog dishonesty. However, this relationship varied as a function of dishonesty type. Findings confirmed that students experienced some level of ethical dissonance, generalizing the EDI. Notably, individual differences did not affect the relationship between media, dishonesty type and the EDI. 相似文献