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1.
Creed Peter A. Hood Michelle Hu Shi 《International Journal for Educational and Vocational Guidance》2020,20(2):331-349
International Journal for Educational and Vocational Guidance - Informed by a self-regulatory perspective, we tested a model (N = 233) in which job (e.g., autonomy), person (e.g.,... 相似文献
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Philip Hood 《Curriculum Journal》2013,24(2):235-237
ABSTRACT This paper explores the revolutionary and counter-revolutionary influences that are impacting on Polish schools and Polish planning for the curriculum. The paper looks, in particular, at the issue of school textbooks, the changing focus of state control and the impending impact of computer technology in transforming the politics of control. 相似文献
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This paper strongly suggests that the views of minority students must be included in any meaningful assessment of teacher
preparation programs' efforts to address racial diversity. The project was initiated during the 1990–91 academic year by interviewing
minority juniors and seniors (total of 24), selected faculty, and administrators (deans, associate deans, department chairs)
at two colleges of education as well as extensive document reviews. Intermittent follow-up interviews and document reviews
continued through the 1993–94 academic year. These minority students did not feel that their teacher preparation programs
had adequately prepared them to teach in racially diverse settings. Faculty and administrators agreed with the contention
of the students but also pointed to a few tangible efforts that had been initiated to rectify this problem. 相似文献
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Michelle M. Neumann Michelle Hood David L. Neumann 《Early Childhood Education Journal》2009,36(4):313-319
The ways in which parent-child interactions can encourage the development of emergent literacy skills in young children remains
to be fully explored. The present report describes how one parent scaffolded her young child’s emergent writing and letter
knowledge in the home. Environmental print provided many rich and meaningful examples for the parent to show that print conveys
meaning and is constructed with letters that have names and make sounds. The parent used idiomorphs, a multisensory approach
incorporating the tracing of letters and whole body movements, and common household objects to guide the child’s learning
of letter names, sounds, and shapes. Emergent writing skills were scaffolded by using directional language and by the child
copying environmental print. The strategies and examples that are described may give guidance to parents and teachers on how
to provide engaging opportunities for literacy learning in the home environment or in an early educational context. 相似文献
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Peter A. Creed Oi Yin Wong Michelle Hood 《International Journal for Educational and Vocational Guidance》2009,9(3):189-203
The study tested the relationship between occupational aspirations/expectations (type and status) and decision-making difficulties,
efficacy and career barriers in 498 Chinese high school students. Males aspired to investigative and enterprising types, but
expected realistic and enterprising ones; females aspired to enterprising and conventional types, but expected conventional
and social ones. Students with aspirations/expectations type discrepancies were more likely to be higher achieving females;
those with aspirations/expectations status discrepancies had poorer academic achievement, less confidence and perceived more
barriers. 相似文献
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Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum 下载免费PDF全文
Thomas I. Nathaniel Jordan C. Gainey Jessica A. Williams Bianca L. Stewart Michael C. Hood Leanne E. Brechtel Rakiya V. Faulkner Jasmine S. Pendergrass Leigh‐Ann Black Scott K. Griffin Christopher E. Troup Jayne S. Reuben Asa C. Black Jr. 《Anatomical sciences education》2018,11(5):478-487
The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists. 相似文献
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Batsheva Guy Tziporah Feldman Caroline Cain Lauren Leesman Chara Hood 《Educational Action Research》2020,28(1):142-153
ABSTRACTWhile the ‘action’ portion of a Participatory Action Research (PAR) project is a crucial component of the process, action tends to be challenging to define, achieve, and measure. The current paper both defines and describes action within the context of a particular PAR collaboration and explores the process and challenges of navigating and implementing action in a PAR project. The specific PAR project detailed in this paper was executed within a higher education setting and involves a group of undergraduate women co-researchers studying their experiences in STEM (Science, Technology, Engineering, and Mathematics) fields. 相似文献