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71.
Nor Elleeiana Mohd Syah Nur Azah Hamzaid Belinda Pingguan Murphy Einly Lim 《Interactive Learning Environments》2016,24(7):1477-1496
This study describes the development of a basic computer-based play pedagogy intervention using a dyscalculia-remedy-oriented approach such as repetition and number orientation manipulation, and the investigation of its effect on children displaying dyscalculia characteristics. This computer play was evaluated in a group of 50 seven-year-old Malaysian children, who were low achievers in mathematics subject and were divided into control and intervention group. The intervention group engaged with the newly developed computer play for an hour per day for five consecutive days, while the control group attended normal classroom learning for the same time period. Overall post-test scores indicated that children from the intervention group performed significantly better than the control group after the five-day intervention period by 57.9%. Number disorientation and arithmetic operation confusion, which are common amongst the children displaying dyscalculia characteristics, were also significantly reduced after the intervention. This implies that the children benefitted from the computer play. 相似文献
72.
Benjamin K. Weeks Meredith Purvis Belinda R. Beck 《European Journal of Sport Science》2016,16(8):1204-1211
The nature of physical activity that benefits bone is traditionally thought to differ from that benefiting cardiovascular health. Accordingly, exercise recommendations for improving bone health and cardiovascular health are largely incongruent. Our aim was to determine the associations between high-impact physical activity participation and both cardiovascular disease risk factors and bone mass. We recruited 94 men and women (age 34.0?±?13.3 years) to undergo measures of cardiovascular disease risk (BMI, total cholesterol, fasting blood glucose, waist-to-hip ratio, and mean arterial pressure) and dual-energy X-ray absorptiometry (DXA XR-800, Norland) measures of bone mass (femoral neck, lumbar spine, and whole body BMD) and body composition (whole body lean mass and fat mass). Physical activity participation was estimated using the bone-specific physical activity questionnaire (BPAQ). Those in the upper tertile for current BPAQ score exhibited lower total cholesterol, waist-to-hip ratio, and mean arterial pressure than those in the lower tertiles (P?0.05) with the relationship being mild-to-moderate (r?=??0.49 to 0.29, P?0.01). Those in the upper tertile for BPAQ score also had greater lumbar spine BMD than those in the lower tertile (P?=?0.008), with BPAQ score predicting 6% of the variance in BMD (P?=?0.02). We conclude that high-impact physical activity as captured by the BPAQ may be beneficial for both bone health and for attenuating cardiovascular disease risk. 相似文献
73.
AN INVESTIGATION OF GENDER AND OTHER VARIABLES ON TIME TO COMPLETION OF DOCTORAL DEGREES 总被引:7,自引:0,他引:7
A sample of factors presumed relevant to thetime required to complete doctoral degrees (TTC) wasexplored in a survey of 154 recent graduates of NaturalScience, Social Science, and Humanities doctoral programs at York University. In addition to thevariables of gender and discipline, characteristics ofthe supervisory relationship, as well as the graduate'sfinancial situation and enrollment status, were investigated. On average, respondents took5.94 years to complete their degrees with students inthe Natural Sciences the fastest completers. Althoughthere were no significant gender differences in TTC, male graduates were more satisfied withtheir doctoral education overall and the quality ofsupervision they received (from both their supervisorsand their supervisory committees) than were females. Males were also more likely to collaborate withtheir supervisors in the preparation of research papers.With respect to financial support, respondents who wereslower completers reported receiving more years of teaching assistantships. Additionally,respondents from the Natural Sciences reported receivingmore years of teaching assistantships and researchassistantships than respondents from the other disciplines. A multiple regression analysisrevealed that the following combination of variablesaccounted for 30% of the variance in TTC: beginning thedissertation research early in the program, remaining with the original topic and supervisor, meetingfrequently with supervisor, and collaborating withsupervisor on conference papers. 相似文献
74.
Jessika C. Boles Denise L. Winsor Belinda Mandrell Jami Gattuso Nancy West Laurie Leigh 《Educational studies》2017,43(5):549-566
Childhood cancer incidence is rising, affecting a growing proportion of elementary school students. For most of these children, school attendance can be limited by hospitalisations, treatments and side effects. However, little is yet known about the educational needs and experiences of this population. This phenomenological study explored the school experiences of 10 6- to 12-year-old children with cancer as they underwent chemotherapy. Results revealed perceptions that attending school in the hospital or home during cancer treatment is essentially lonely, confusing and “different”. These perceptions intertwined to illuminate five themes: (1) school should involve fun activities; (2) group educational formats are preferable; (3) old school is the “best school”; (4) being a “good student” is important during treatment; and (5) attending school is complicated during treatment. Therefore, hospital-based and homebound schooling programmes should integrate socially interactive and cognitively engaging curriculum to best support the learning needs of this population. 相似文献
75.
This paper provides an overview of Chinese government attempts to promote a revised school curriculum reflecting a more holistic approach to education under the banner of suzhi jiaoyu (“quality education”), and positions the policies in the Chinese historical, educational, social and economic context. While the push has inspired innovative reforms in a number of schools and met with considerable in-principal support, on a wider scale implementation of the reforms is hampered by insufficient resources, conceptual ambiguity and conservative resistance. The goals of the new curriculum are still not reflected in the examinations and frequently conflict with teacher, student and parental goals in a society where examination outcomes have life long consequences. 相似文献
76.
Belinda J. Hardin Mariana Mereoiu Hsuan-Fang Hung Marisa Roach-Scott 《Early Childhood Education Journal》2009,37(2):93-102
Population changes in the US have created new challenges for service providers responsible for screening, determining eligibility,
and providing appropriate educational services to young English Language Learners (ELLs). Six focus groups (two each) with
administrators, teachers, and parents were conducted in two different locations to investigate the referral, diagnostic evaluation,
and placement of prekindergarten Latino children who are ELLs and their families. The purpose of this study was to: (a) identify
effective practices that differentiate between cultural/linguistic differences and learning differences; (b) identify the
gaps in the current special education services; and (c) make recommendations to reduce the disproportionate representation
of young ELL children based on these data. The results revealed a number of factors contributing to the disproportionality
of young ELL children in special services such as: inconsistent screening and evaluation methods; insufficient numbers of
bilingual professionals and trained interpreters; communication barriers and contradictory procedures that undermine meaningful
partnerships with parents of ELLs; the need for professional development on the purposes and administration procedures of
screening and evaluation tools; and a need for policy and regulation changes pertaining to ELL children such as the timing
of screenings and evaluations. 相似文献
77.
78.
Kerry Vincent Belinda Harris Pat Thomson Richard Toalster 《Emotional and Behavioural Difficulties》2013,18(4):283-298
Government guidance in the United Kingdom encourages groups of schools to take collective responsibility for supporting and making provision for excluded pupils and those at risk of exclusion. Managed moves are one way that some schools and authorities are enacting such guidance. This article presents the results of an evaluation of one such scheme. The scheme, involving seven neighbouring secondary schools, was nearing its first year of completion. The article draws primarily on interview data with pupils, parents and school staff to describe a number of positive outcomes associated with the scheme and to explore how these were achieved. We found that while some of these could be attributed directly to the managed move, others arose from the more inclusive ethos and practices of particular schools. The concepts of tailored support, care and commitment emerged as strong themes that underpinned the various practical ways in which some schools in the cluster were able to re‐engage ‘at‐risk’ pupils. As managed moves become more widely practised it will be important to remember that it is how the move proceeds and develops rather than the move itself that will ultimately make the difference for troubled and troublesome pupils. 相似文献
79.
Gallard Martínez Alejandro J. Pitts Wesley Ramos de Robles Silvia Lizette Milton Brkich Katie L. Flores Bustos Belinda Claeys Lorena 《Cultural Studies of Science Education》2019,14(4):1079-1103
Cultural Studies of Science Education - This paper introduces the concept of contextual mitigating factors (CMFs) as a theoretical construct to help understand how Latinas who demonstrated success... 相似文献
80.
The rhetoric and reality of good teaching: A case study across three faculties at the Queensland University of Technology 总被引:1,自引:0,他引:1
Universities now have a lot to say abouttertiary teaching. University policy, teachingunits, and promotion criteria have a veryspecific understanding of good teaching withinthe academy. This case study of QueenslandUniversity of Technology (QUT) found that goodteaching has two central features: it isnecessarily student centred, and it is`innovative, a characteristic that, at QUT atleast, is increasingly equated with the use oftechnology. This paper – based upon interviewswith twenty-four QUT academics across threefaculties (Education, Science, and Law), ananalysis of QUT's teaching and learningpolicies, and some additional historicalresearch – will suggest four things. First,that the concept of student centred learning,based on ideals of progressive education, isneither an historical inevitability northeoretically unproblematic. Second, thatirrespective of discipline, all lecturersespouse an underpinning `progressive' teachingphilosophy, even though, in practice, teachingstyle appears to be determined primarily bysubject-matter. Third, given that, in practice,the progressive model seems to suit somefaculties and subject areas better than others(i.e. Education, as opposed to Science and Law)this has significant professional implicationsfor the lecturers concerned. Finally, thatrather than promoting a `progressive' pedagogy,the use of technology in teaching actuallyappears to reinforce traditional teachingtechniques. Consequently, it is suggested thatmonolithic understandings of good teaching,when applied across the academy irrespective ofcontext, are often inappropriate, ineffectiveand inequitous, and that universities need tothink through their teaching policies andprogrammes more thoroughly. 相似文献