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Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching after participating in a year-long program of professional development. The results indicate teachers’ previous definitions of “teaching as dissemination” interfered with their ability to take on new roles, design tasks, and manage time. Implications include the need for teacher educators to focus on how teaching through interaction shifts these aspects of the teaching process. 相似文献
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Regulatory and market changes in residential (fixed) broadband have raised concerns about Internet Service Providers (ISPs) prioritizing investments in the most profitable areas, thus relegating low-income and minority communities to fewer broadband options and legacy networks. This study examines these concerns for Los Angeles (LA) County during the 2014–18 period. The analysis uses rollout data collected by the California Public Utilities Commission (CPUC) in combination with demographic information from the American Community Survey (ACS). Because the spatial distribution of broadband investments cannot be directly observed, competition and the availability of FTTH services are used as proxies. The findings indicate that competition and fiber-based services are less likely in low-income areas and minority communities, with the most severe deficits observed in census block groups that combine poverty and a large share of Black residents. We outline alternative policy tools to address intracity inequalities in broadband investments in the conclusion. 相似文献
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Debra L. Linton Wiline M. Pangle Kevin H. Wyatt Karli N. Powell Rachel E. Sherwood 《CBE life sciences education》2014,13(3):469-477
We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. 相似文献
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June D. Wyatt 《欧洲师范教育杂志》1979,2(3):145-162
The planning and implementation of a teacher education programme for the original population of Canada must take into account five important elements: the participation of the community itself, the integration of their language and culture, decentralisation of administration, revision of admission criteria, and the quality of the program. An experiment of this kind, which was a success, was tried out at Mount Currie. The Mount Currie program, even though it could serve as a model for other programs, cannot without any modification be transposed to all the other communities. In fact, the program only corresponds to the particular needs of a particular community and of the persons who make it up.
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