全文获取类型
收费全文 | 131篇 |
免费 | 5篇 |
专业分类
教育 | 99篇 |
科学研究 | 4篇 |
各国文化 | 2篇 |
体育 | 16篇 |
信息传播 | 15篇 |
出版年
2022年 | 6篇 |
2021年 | 4篇 |
2020年 | 8篇 |
2019年 | 9篇 |
2018年 | 11篇 |
2017年 | 12篇 |
2016年 | 9篇 |
2015年 | 4篇 |
2014年 | 5篇 |
2013年 | 25篇 |
2012年 | 4篇 |
2011年 | 5篇 |
2010年 | 2篇 |
2009年 | 4篇 |
2008年 | 1篇 |
2007年 | 4篇 |
2006年 | 1篇 |
2005年 | 2篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2002年 | 4篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1982年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有136条查询结果,搜索用时 15 毫秒
31.
Veronica Ornaghi Elisa Brazzelli Ilaria Grazzani Alessia Agliati Maria Lucarelli 《Early education and development》2017,28(4):396-414
Research Findings: Within the flourishing area of research demonstrating the efficacy of emotion-based interventions carried out by trained teachers in educational contexts in increasing children’s emotional skills, this study makes an original contribution to the existing literature by focusing on the effects of this kind of intervention on toddlers’ prosocial and aggressive behavior. Ninety-five 26- to 36-month-olds participated in a 2-month intervention in which trained teachers read emotion-based stories to small groups of children and then either involved them in conversations about emotions (experimental condition) or did not (control condition). Even after we controlled for age and general language ability, the children in the experimental condition were found to outperform the control group on measures of emotion knowledge and emotional-state talk. Furthermore, the intervention fostered gains in prosocial behavior, whereas it did not have a significant effect on the frequency of aggressive actions, which was lower at posttest in both groups. The positive effect of the training program on participants’ prosocial behavior was no longer significant when we controlled for gains in emotion knowledge and emotional-state talk. Practice or Policy: The results encourage the implementation of early educational programs focused on emotion knowledge in order to foster children’s prosocial behavior toward peers. 相似文献
32.
33.
Veronica Baena 《Soccer & Society》2019,20(4):660-674
This study analyses the global marketing strategy developed by FC Bayern Munich, one of the most successful football clubs in terms of athletic achievements, financial performance and number of worldwide supporters. It aims to shed light on the efficacy of the club’s management in addressing the demands of the existing stakeholders as well as its rapidly expanding global fan base among other aspects. To achieve these goals, an in-depth analysis based on the study of technical reports, official websites, commissioned consultancy studies and surveys has been conducted. A series of interviews with academics and supporters was also conducted. Findings reveal that FC Bayern Munich has already taken strides towards addressing the needs of its original local supporter-owners as well as those of its global fans. Other points discussed include strategies to increase the target market, to become more international and to close important deals and sponsorships. 相似文献
34.
Studies have shown that students and faculty have reservations about the performance and usability of e-readers in an academic setting. However, incorporating e-readers on college campuses for recreational reading purposes has proven to be quite popular. These trends held true in a study conducted by librarians at St. Mary's College of Maryland. Students, faculty, and staff were surveyed on their use of and familiarity with e-books, e-readers, and tablet devices with e-reader functionality. Information gathered from this survey resulted in the launch of a pilot Kindle lending program focused exclusively on promoting recreational reading. 相似文献
35.
Veronica Hanke 《Literacy》2014,48(3):136-143
Guided reading is widely perceived to be tricky in English primary schools; prior research has found difficulties with teacher interpretation and implementation. The study reported here suggests that to understand the problems associated with it we should also take into account pupils' perspectives on their guided reading lessons. In this case, the pupils were 4–7 years old. The special challenges of accessing young pupil perspectives were addressed through co‐authored drawings, a type of graphic elicitation. The drawings, together with other collected data, generated insights into pupil perceptions of literacy practices, of the role of friends and ability grouping in learning to read, and of their teachers' organisational challenges. A socio‐cultural analysis of these data indicates that these pupils were sensitive to the social and cultural contexts of their guided reading lessons. It may be that precise official advice for guided reading in England, originating in the National Literacy Strategy documents in 1999 and the Primary National Strategy documents in 2003 and 2008, has been insufficiently sensitive to the complex teaching and learning contexts of guided reading and that this discrepancy has contributed to the identified difficulties. The paper concludes that some rethinking of the literacy practice of guided reading would be valuable. 相似文献
36.
37.
Peter Kutnick Zhiyong Zhu Cecilia Chan Rosanna Yuen-Yan Chan Betty Pok-Yee Lee Veronica Ka Wai Lai 《Compare》2018,48(4):608-629
School-based pipelines/routes for university and technical engineering education are recognised as important for economic development and the high-school years are critical for shaping students’ career aspirations and attitudes. This study examined a range of attitudes/experiences on the aspirations of secondary students to pursue engineering education and vocation. Experiential/attitudinal aspects covered demographic characteristics, family/school support, practical learning experiences, curricular/extra-curricular experiences, attitudes, perceptions and engineering-efficacy that may affect aspirations. A validated questionnaire capturing these variables was administered to respective samples of secondary school students from four Chinese geo-engineering regions (Beijing, Guangzhou, Hong Kong and ShanXi; 5965 students) that represent differing degrees of industrialisation. Comparative analyses across regions show ‘doing’ engineering is key to motivating students’ aspirations; while regional variations suggest that schooling and family factors are generally more significant in industrialising Mainland cities, and extracurricular opportunities and personal factors are more significant for students in post-industrial Hong Kong. 相似文献
38.
Oscar Jerez Leslier Valenzuela Veronica Pizarro Beatriz Hasbun Gabriela Valenzuela Cesar Orsini 《Teachers and Teaching》2016,22(4):519-534
In recent decades, higher education institutions worldwide have been moving from knowledge-based to competence-based curricula. One of the greatest challenges in this transition is the difficulty in changing the knowledge-oriented practices of teachers. This study evaluates the consistency between syllabus design and the requirements imposed by a competence-based learning environment. To make this comparison, the study sets four criteria (C1: explicit relationship between syllabus and graduate profile; C2: precision of the learning outcomes and assessment criteria; C3: contents that mobilise the learning outcomes; and C4: learning and assessment activities) derived from the literature and a thematic analysis of competence-based learning in higher education. Afterwards, a sample of 150 syllabi from different disciplines of five Chilean public universities were analysed, all of which stated the use of learning outcomes and competences in their learning models. Using a three-point Likert scale derived from the aforementioned criteria and their indicators, a comparison was made between the actual practices reflected in the syllabus design and the previously established criteria. Results show a gap between the declaration of a competency-based curriculum and actual syllabus outlines. Moreover, there are important differences among disciplines. Although all disciplines present high levels of accomplishment for Criteria 1 and 3, only the discipline of health sciences presents an acceptable level for Criteria 2 and 4. It is recommended that further research be undertaken towards identifying effective competency-based syllabus design. 相似文献
39.
Market-level information diffused by print media may contribute to the legitimation of an emerging technology and thus influence the diffusion of competing technological standards. After analyzing more than 10,000 trade media abstracts from the Local Area Networks (LAN) industry published between 1981 and 2000, we found the presence of differential effects on the adoption of competing standards by two market-level information types: technology and product availability. The significance of these effects depends on the technology's order of entry and suggests that high-tech product managers should make strategic use of market-level information by appropriately focusing the content of their communications. 相似文献
40.
Laura Scholes Jo Lunn Brownlee Susan Walker Eva Johansson Veronica Lawson Julia Mascadri 《International Journal of Inclusive Education》2017,21(5):507-520
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participated in epistemic beliefs and moral reasoning tasks in the first year of a three-year longitudinal study. Findings showed that while children described objectivist epistemic beliefs (right/wrong answers) about social inclusion, their justifications revealed an unexpected, more complex set of epistemic beliefs. Implications for moral pedagogies are discussed. 相似文献