全文获取类型
收费全文 | 244篇 |
免费 | 4篇 |
专业分类
教育 | 202篇 |
科学研究 | 2篇 |
体育 | 9篇 |
文化理论 | 1篇 |
信息传播 | 34篇 |
出版年
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 6篇 |
2018年 | 6篇 |
2017年 | 5篇 |
2016年 | 8篇 |
2015年 | 5篇 |
2014年 | 10篇 |
2013年 | 70篇 |
2012年 | 5篇 |
2011年 | 2篇 |
2010年 | 2篇 |
2009年 | 5篇 |
2008年 | 7篇 |
2007年 | 11篇 |
2006年 | 3篇 |
2005年 | 5篇 |
2004年 | 5篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1998年 | 4篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 1篇 |
1981年 | 5篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 3篇 |
1969年 | 2篇 |
1968年 | 3篇 |
1967年 | 1篇 |
1957年 | 2篇 |
排序方式: 共有248条查询结果,搜索用时 46 毫秒
231.
232.
Jacqueline Hulslander Richard K. Olson Erik G. Willcutt Sally J. Wadsworth 《Scientific Studies of Reading》2013,17(2):111-136
Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming, and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading skills. There were significant and longitudinally stable individual differences for all four reading-related skills that were independent from each of the reading and spelling skills. Yet the only significant longitudinal prediction of reading skills was from IQ at mean age 10 for reading comprehension at mean age 16. The extremely high longitudinal latent-trait stability correlations for individual differences in word recognition (.98) and spelling (.95) left little independent outcome variance that could be predicted by the reading-related skills. We discuss the practical and theoretical importance of these results and why they differ from studies of younger children. 相似文献
233.
Leroy A. Olson 《College Teaching》2013,61(1):39-41
Scholars Who Teach: The Art of College Teaching: Edited by Steven M. Cahn: Nelson-Hall, Chicago, 1978, Cloth $14.95, Paper $7.95, 246 pages. Reviewed by Marilyn L. Schaefer. Support for Teaching at Major Universities: Edited by Stanford C. Ericksen with John A. Cook.: Ann Arbor, Michigan: The Center for Research on Learning and Teaching, Fall, 1979. $3.00. Reviewed by Kurt F. Geisinger. 相似文献
234.
Christine Olson Kylie Lanthorn Gamze Onut Laras Sekarasih Erica Scharrer 《Critical Studies in Media Communication》2019,36(1):58-74
This study is a qualitative analysis of Public Service Announcement (PSA) storyboards produced by 177 fourth and sixth-grade students as part of a Media Literacy Education program on advertising and commercial culture. The program curriculum addressed the ubiquity and hidden nature of ads, as well as gender portrayals, violence, and nutritional messages in advertising content. Textual analysis revealed differing patterns in student reception of the varied lesson topics. Students called for specific behavioral changes in PSAs for the topics of nutrition and gender, although most were limited to non-media-related behaviors such as improving eating habits and encouraging fluidity across roles more traditionally associated with masculinity or with femininity. The analysis also suggested responsibility for the problems students identified with advertising were largely based on individual, consumerist perspectives rather than on collective or social, citizen-based terms. Fourth graders’ storyboards especially indicated an apparent mimicry of mainstream commercial productions and practices. The analysis further explores these fourth and sixth graders’ underlying orientations toward the U.S. commercial media system as well as the potential strengths and limitations of a production component in MLE programs to promote outcomes associated with critical media literacy. 相似文献
235.
Inequalities are everywhere, yet little is known about how children respond to people affected by inequalities. This article explores two responses—minimizing inequalities and favoring those who are advantaged by them. In Studies 1a (N = 37) and 1b (N = 38), 4‐ and 5‐year‐olds allocated a resource to a disadvantaged recipient, but judged advantaged recipients more positively. In Studies 4 (N = 38) and 5 (N = 74), a delay occurred between seeing the inequality and allocating resources, or stating a preference, during which time participants forgot who was initially more advantaged. Children then favored advantaged recipients on the preference and resource allocation measures, suggesting an implicit “affective tagging” mechanism drives the tendency to favor the advantaged. In contrast, reducing inequalities through resource allocation appears to require explicit reasoning. 相似文献
236.
Robin L. Peterson Bruce F. Pennington Richard K. Olson Sally J. Wadsworth 《Scientific Studies of Reading》2014,18(5):347-362
Limited evidence supports the external validity of the distinction between developmental phonological and surface dyslexia. We previously identified children ages 8 to 13 meeting criteria for these subtypes (Peterson, Pennington, & Olson, 2013) and now report on their reading and related skills approximately 5 years later. Longitudinal stability of subtype membership was fair and appeared stronger for phonological than surface dyslexia. Phonological dyslexia was associated with a pronounced phonological awareness deficit, but subgroups otherwise had similar cognitive profiles. Subtype did not inform prognosis. Results provide modest evidence for the validity of the distinction, although not for its clinical utility. 相似文献
237.
David M. Olson 《Research quarterly for exercise and sport》2013,84(2):321-326
Abstract This study was undertaken to evaluate the effectiveness of a supplementary physical education program in improving selected motor skills and behavior adjustment of primary school children who were poor in motor skills and deficient in behavior adjustment. Tests were administered to members of two experimental groups (instruction and non-instruction) and two control groups (deviant and normal) at various times during a one-year period. Improvement in motor performance demonstrated by each of the two experimental groups was significantly greater than such improvement made by each of the control groups. The level of motor performance attained by each of the experimental groups did not significantly differ from the level of motor performance exhibited by normal primary school children. Changes in behavior adjustment among the participants were not statistically significant. 相似文献
238.
Laras Sekarasih Kavita Nayar Donica O’Malley Christine Olson Erica Scharrer 《The Communication Review》2016,19(2):128-152
Qualitatively analyzing 35 responses from a letter-writing homework in a media literacy education program, this study examines sixth graders’ understandings of producers’ responsibility in creating media content. Responses suggest their understandings about producers’ responsibility are bounded within the context of their media use as consumers, rather than as citizens. Findings focus on the importance of introducing contextual factors of media production as well as the challenges that researchers and educators might face. 相似文献
239.
John M. Shutske Jennifer Pierquet Laura Michel Ruth Rasmussen Debra Olson 《Journal of Food Science Education》2008,7(4):69-77
ABSTRACT: This analysis documents the outcomes and impacts from a series of food protection and defense educational programs conducted over a 3‐y period for private and public sector food system professionals. Several measures were used to determine the professions of participants; their improvements in skills and abilities that resulted from workshops; the audiences' most valued program content; practice changes resulting from educational program participation; abilities to recognize and change food system vulnerabilities; and changes in knowledge levels. Findings indicate that the knowledge level and interest within the target audience progressed over the 3‐y period from basic awareness level through more complex and higher order skills and competencies such as being able to walk through a food production, processing, distribution, or retail facility and identify specific vulnerabilities and make specific risk control recommendations. Pre‐ and posttest scores from the 3rd y of educational activities indicate that baseline awareness levels of core content on food protection and defense is now high among those most likely to attend these types of events, and that participants need to be challenged with additional higher‐level education to promote specific skills. This program series proved successful in building important relationships among food industry and regulatory partners. Analysis of the food security investigation (FSI) series will be useful in the development and delivery of new education and outreach efforts. It is hoped that the analysis and discussion will provide the motivation to further develop a set of competencies that can be used to ground educational efforts that focus on securing and defending our food system. 相似文献
240.
Jesse L. Hawke Sally J. Wadsworth Richard K. Olson John C. DeFries 《Reading and writing》2007,20(1-2):13-25
To test the hypothesis that the etiology of reading difficulties may differ for males and females in more severely impaired
samples, reading performance data from monozygotic (MZ), same-sex dizygotic (DZss), and opposite-sex dizygotic (DZos) twin pairs were analyzed using a model-fitting implementation of the DeFries-Fulker (DF) model (Purcell & Sham, 2003, Behavior genetics, 33, 271–278). Five non-independent samples were selected using cut-offs of −1 (N = 737 pairs), −1.5 (N = 654), −2 (N = 468), −2.5 (N = 335), and −3 (N = 198) standard deviations (s) below the mean composite reading score of control twins. Male/female gender ratios for children
with reading difficulties were significantly higher than 1.0 for all five samples and increased as a function of severity
(viz., 1.15, 1.17, 1.40, 1.61, and 1.88, respectively). When the DF model was fit to the data, estimates of heritability (h
g2) and shared environmental influences (c
g2) were not significantly different for males and females in any of the groups. Consequently, the most parsimonious model that
provided a good fit to the data at all five levels of severity equated the heritabilities and shared environmental influences
for males and females, and fixed the DZos coefficient of genetic relatedness at 0.5. Thus, these results provide no evidence for a differential etiology of reading
difficulties as a function of gender in more severely impaired samples, and suggest that the same genetic and environmental
influences contribute to reading difficulties in males and females, irrespective of severity. 相似文献