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Cecil D. Bradfield and R. Ann Myers are professors of sociology and social work at James Madison University in Harrisonburg, Virginia, where they cofounded the JMU Center for Service-Learning. The Center is noteworthy in its dedication to (and success in) serving equally the academic learning needs of students and the needs of the community. Here Bradfield and Myers describe the Center and at the same time examine what makes service learning different from community service. 相似文献
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Cecil R. Reynolds Ralph D. McBride Lu Juan Gibson 《Contemporary educational psychology》1981,6(2):180-184
WPPSI and McCarthy Scales subtests were ranked by members of the National Academy of Neuropsychology according to relative reliance on left-cerebral-hemisphere function. Pairs of blacks and whites matched for a variety of demographic variables were administered the WPPSI (132 pairs) and the McCarthy Scales (148 pairs). Difference scores were calculated, in standard score units, for each WPPSI and McCarthy subtest. A pattern of positive correlation occurred between the size of black-white differences and the judged degree of left-hemisphere involvement in the task, suggesting that black-white IQ discrepancies may be partially explained by differences in hemisphericity. 相似文献
45.
The responses of 322 beginning first graders to the six subtests of the Metropolitan Readiness Test were factor analyzed. A single General Readiness factor appeared to best describe the instrument. Implications for use of the Metropolitan Readiness Test are briefly discussed. 相似文献
46.
Cecil Robinson 《The Urban Review》2007,39(2):191-216
This paper considers how one teacher educator, Dr. Gomez, took up revisionist history and inquiry in her social studies methods
classroom. The concepts of figured worlds (Holland et al., 1998) [Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press], and artifacts and mediation (Holland & Cole, 1995; Vygotsky 1978, 1986) [Holland, D., & Cole, M. (1995). Anthropology & Education Quarterly, 26(4), 465–490; Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; Vygotsky, L. S. (1986). Thought and language. Boston: The MIT Press] are used to present a case study. The study focuses on the artifacts that made up the figured world
of history learning in Dr. Gomez’s social studies methods class and the learner identities afforded by this context. The purpose
of this study is two-fold: (a) explore how teacher education classes can recruit primarily white, middle class students into
a figured world of history learning that is culturally congruent with urban settings, and (b) demonstrate the application
of the figured worlds framework to the study of learning in a teacher preparation program.
Cecil Robinson is an assistant professor of educational psychology at The University of Alabama. His research focuses on social
studies teaching and learning, technology, democracy, and hope. Address correspondence to Cecil Robinson, Campus Box 870231,
Department of Educational Studies in Psychology, Research and Counseling, College of Education, The University of Alabama,
Tuscaloosa, AL 35487-0231, USA; e-mail: crobinso@bamaed.ua.edu 相似文献
47.
In this study, we examined the research literature in the field of K-12 online learning to identify the leading scholars, journals, top cited articles, research methods, and topics in this field of inquiry. Our research process involved collecting a corpus of journal articles focused on K-12 online and distance learning; categorizing these articles according to their research methodologies; analyzing trends not only in methodologies employed but also in authorship, citations, journals, and topics addressed. We found the field of K-12 online learning to be growing rapidly in recent years with acceleration not only of new articles but especially of new authors. We also found the field began primarily with emphasizing theoretical articles but is now maturing and emphasizing increasingly more data-based articles. We found K-12 online learning scholarship is scattered among many journals, providing rich opportunities for scholars while also making it more difficult to discern trends across the discipline. 相似文献
48.
The purpose of this study was twofold: (1) to design a system for constructing Likert attitude scales as supported by the sociopsychological and measurement literature, and (2) using the design to assemble a microcomputer attitude scale for inservice and preservice teachers (n = 281). The results of the study: (1) a 15-step flow chart for designing reliable and valid attitude scales, and (2) a 23-item microcomputer Likert attitude scale with the following characteristics: (a) coefficient alpha 0.89, (b) range of adjusted item-total correlations from 0.29 to 0.62, (c) range of interitem correlations from 0.04 to 0.60, (d) correlation of 0.20 with a mathematics attitude scale and 0.02 with a reading attitude scale, and (e) favorable factor analysis and emotional intensity data. 相似文献
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Cecil R. Reynolds 《Psychology in the schools》1979,16(3):367-368
Two doctoral level school psychologists independently scored 50 McCarthy drawing booklets. Children producing the drawings ranged from 4–6 to 6–10, with a mean age of 5–11. Interscorer reliability for Draw-A-Design was.93 and for Draw-A-Child was.96. No significant difference occurred in the mean score for either test across scorers. 相似文献