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21.
Sara Weinstein 《Journal of Jewish Education》2016,82(1):54-80
Didactic rewrites of aggadic stories are an important resource in values education. This study, geared primarily toward teachers involved in choosing curricular materials, investigates how the didactic rewriter actually becomes an interpreter, rather than a mere transmitter, of the original text. The personal values of the rewriters can influence the retold story, as can their desire to adapt it to their target audience. In order to increase teacher awareness of the rewriters’ interpretive process and its ramifications, two different rewrites of the same original aggadic story are compared as a paradigm. The different values and role models which emerge as well as the potential impact of each rewrite on the child’s moral development are examined. 相似文献
22.
Rhona S. Weinstein 《Educational Research and Evaluation》2018,24(3-5):346-365
ABSTRACTThis special issue marks the 50th anniversary of the landmark Pygmalion experiment (Rosenthal & Jacobson, 1968). It offers contributions from across the globe, attesting to universal features of teacher expectancy effects. Reviews of this history underscore controversy, advances, and few intervention studies. Empirical studies emphasise teacher expectancy effects at group, classroom, and school levels, contrast expectation measures, and explore longitudinal and developmental perspectives, advancing the field. Despite headway, I argue that the field’s contested history has stifled its fullest investigation. Conclusions drawn – not replicable, small and dissipating effects, and largely accurate teacher expectations – have underestimated Pygmalion’s power and limited investment in intervention research to promote positive educational prophecies, especially for students placed at the margins. It is time for a greater articulation of the conditions under which expectancy effects are most powerful. It is also time to apply our tremendous knowledge towards the design and evaluation of positive expectancy interventions. 相似文献
23.
24.
Netta Sagie 《Compare》2019,49(1):47-63
This study examines and characterises the governmental discourse regarding entrepreneurship policy in the Israeli education system as a case study to expand existing knowledge regarding national entrepreneurship policy in education. The study is based on in-depth interviews with key governmental policymakers (holding the top of the pyramid position in the Ministry of Education) involved in the creation and formulation of the education policy in Israel for over a decade. We provide a unique glimpse into the mindset where decisions that shape the entire Israeli education system are made, and present new insights regarding the components of entrepreneurship policy in education in Israel, as well as the characteristics of such policy, its expressions and the construction of entrepreneurship as a field of policy in the education sector. 相似文献
25.
In this response to Reis’s and Zuss’s responses to our meditation on the grotesque, we attempt to draw distinctions between positivist, empiricist, and realist (including grotesque realist) projects. We also, drawing on Bakhtin, consider the difference between dialogic and dialectic commentary. 相似文献
26.
In this response to Reis’s and Zuss’s responses to our meditation on the grotesque, we attempt to draw distinctions between
positivist, empiricist, and realist (including grotesque realist) projects. We also, drawing on Bakhtin, consider the difference
between dialogic and dialectic commentary. 相似文献
27.
Claire E. Weinstein 《Contemporary educational psychology》1982,7(4):301-311
The feasibility of creating a training program to facilitate the development of a generalized ability to use elaboration as an individual learning strategy was investigated. Seventy-five ninth graders were randomly assigned to a training/ experimental, control, or posttest-only group. Data analyses for the immediate posttest revealed significant mean differences favoring the experimental group on the free recall and Trial 2 of the paired-associate learning tasks. On the delayed posttest, significant differences favoring the experimental group were obtained for the reading comprehension task and Trial 1 of the serial learning task. These results provide evidence that students can be trained to use elaboration to enhance learning. 相似文献
28.
Relationships among properties of college students’ self-set academic goals and academic achievement
The major purpose of this study was to investigate the relationships among properties of college students’ self-set academic goals and academic achievement, using multiple theoretical perspectives. Using a personal goal-based research methodology, college students enrolled in a learning-to-learn course (N?=?130) were asked to list 20 of their goals (academic and/or non-academic). For each of their goals, goal specificity, value, expectation of success and autonomous and controlled motivation were measured and then ratings on each goal property were averaged across students’ academic goals (24.75% of all goals) to predict students’ grade point average (GPA) for the semester. Regression results suggested a positive affect on students’ semester GPA for goal specificity and a negative effect for controlled motivation; the model explained 19% of the variation in GPA. This research may help to inform motivation researchers and educational practitioners who assist college students with goal setting. 相似文献
29.
Krystyna Weinstein 《Action Learning: Research and Practice》2005,2(2):213-219
This is an account of one particular set meeting during a year long programme for social entrepreneurs. It triggered a number of questions and insights for me about the amazing value of honesty, and its power. It released a great deal of energy, ownership and ‘control’. I realized how important it was to highlight, discuss and reflect on this, one of the fundamental values of action learning, with set members. However, it also posed dilemmas for them when returning to the ‘real’ world. 相似文献
30.
Dorothy Meserve Kunhardt Philip B. Kunhardt Jr. Robert A. Weinstein Larry Booth Thomas L. Davis William Inns Homer 《Communication Booknotes Quarterly》2013,44(4):60-62
Dorothy Meserve Kunhardt and Philip B. Kunhardt Jr.'s Mathew Brady and His World (Alexandria, Va.: Time-Life Books, 1977—S19.95) Robert A. Weinstein and Larry Booth's Collection, Yse, and Care of Historical Photographs (Nashville, Tenn.: American Association for State and Local History, 1977—$16.00) Thomas L. Davis , A Guide to Your Family's Photographic Heritage (Addison House, Shots: Morgan's Run, Danbury, N.H. 03230—S3.95, paper) William Inns Homer's Alfred Stieglitz and the American Avant-Garde (Boston: New York Graphic Society, 1977— $17.50) 19th and 20th Century Photographs (Lunn Gallery and Graphics International Ltd., 3243 P St. NW, Washington D.C. 20007—$10.00, paper) 相似文献