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61.
Interview, self‐report, peer report, and observational data were used to examine parent and peer relationship qualities as predictors of relative changes in attachment security in a community sample of adolescents followed from ages 14 to 24. Early maternal supportive behavior predicted relative increases in attachment security from adolescence to adulthood, whereas psychological control and interparental hostile conflict predicted relative decreases. Peer predictors of relative increases in security included collaborative and autonomous behaviors and lack of hostile interactions, with peer predictions growing stronger for relationships assessed at later ages. Overall, models accounted for sufficient variance as to suggest that attachment security across this period is well explained by a combination of stability plus theoretically predicted change linked to social relationship qualities. 相似文献
62.
Acquisition, extinction, and transfer of facilitation were explored in a series of experiments with C57BL/6J mice. With a
procedure in which an auditory target was followed by food only in the presence of a visual facilitator, Experiments 1—4 showed
that the facilitator promoted magazine entries to the auditory target. This enhancement effect was eliminated by training
the facilitator as a conditioned inhibitor (Experiments 1 and 3B). Enhancement was also reduced by nonreinforced presentations
of the facilitator in a discrimination procedure (Experiment 1) and by simple nonreinforcement of the facilitator (Experiments
2, 3A, and 4). In contrast to the results obtained with a facilitator, simple nonreinforcement of an inhibitor, a visual cue
that had signaled when an auditory target would not be reinforced, did not reduce its ability to modulate responding to that
target (Experiment 4). However, both the facilitator and the inhibitor were found to transfer their modulatory effects to
other targets (Experiment 4). Finally, mice demonstrated no evidence of differential responding on a biconditional discrimination
procedure in which one auditory target (A1) was reinforced in the presence of one visual stimulus (L1) but not in the presence
of another (L2), and a different auditory target (A2) was reinforced in L2 but not in L1 (Experiment 5). The implications
of these results for analysis of the function of a facilitator are discussed. 相似文献
63.
Abstract How preservice teachers perceive their readiness to work with diverse learners can indicate their future success in the classroom. Using self-efficacy theory as a conceptual base, this study examined what factors contribute to preservice teachers’ self-efficacy level in addressing English Learners’ (ELs) cultural and linguistic needs, while adopting a multi-method design. Data sources included a self-efficacy survey of a group of preservice teachers, written rationales for their self-efficacy ratings, and suggestions for improving their self-efficacy. Data analyses revealed that the preservice teachers lacked self-efficacy in communicating with ELs while showing high self-efficacy in employing different learning modalities. In addition, direct exposure through field and/or life experiences and curriculum emphasis were identified as key factors. Findings further illuminate the preservice teachers’ incongruent understandings of mainstream school culture versus ELs’ cultures, the role of culture in academic versus social and emotional domains, and lack of interconnectedness between academic excellence and cultural competency. 相似文献
64.
65.
Leah E. Robinson E. Kipling Webster S. Wood Logan W. Amarie Lucas Laura T. Barber 《Early Childhood Education Journal》2012,40(2):79-86
Early childhood educators, especially those in preschool centers, are often expected to design and implement movement programs.
However, these individuals may not have been taught these skills during their education. The purpose of this study was to
determine if early childhood majors could successfully be taught to implement a mastery climate instructional approach to
promote motor skill development to preschool-age children. Twenty undergraduate Early Childhood Education majors, who completed
a Motor Development Across the School Years course, designed and implemented a movement program to develop preschoolers’ locomotor
and object control skills. Fourteen preschoolers participated in an 11-week movement program. Preschoolers’ motor performance
was assessed with the Test of Gross Motor Development—2nd Edition prior to and following the intervention. Results indicate
significant improvements in total performance (p < .05) and locomotor skills (p = .037). Findings indicate that with guidance and training, early childhood majors can effectively design and implement a
mastery-based movement program that enhances motor skill competence. The findings also demonstrate the need and value for
early childhood majors to receive training in the design and implementation of movement programs. This paper provides a conceptual
framework and practical recommendations to assist teachers and educators with implementing a mastery climate movement programs. 相似文献
66.
John R. Kirby S. Hélène Deacon Peter N. Bowers Leah Izenberg Lesly Wade-Woolley Rauno Parrila 《Reading and writing》2012,25(2):389-410
We investigated the effects of morphological awareness on five measures of reading in 103 children from Grades 1 to 3. Morphological
awareness was assessed with a word analogy task that included a wide range of morphological transformations. Results indicated
that the new measure had satisfactory reliability, and that morphological awareness was a significant predictor of word reading
accuracy and speed, pseudoword reading accuracy, text reading speed, and reading comprehension, after controlling the effects
of verbal and nonverbal ability and phonological awareness. Morphological awareness also explained variance in reading comprehension
after further controlling word reading. We conclude that morphological awareness has important roles in word reading and reading
comprehension, and we suggest that it should be included more frequently in assessments and instruction. 相似文献
67.
Margaret Bridges Shana R. Cohen Leah Walker McGuire Hiro Yamada Bruce Fuller Laurie Mireles Lyn Scott 《Early childhood research quarterly》2012
Young children's expected social behaviors develop within particular cultural contexts and contribute to their academic experience in large part through their relationships with their teachers. Commonly used measures focus on children's problem behaviors, developed from psychopathology traditions, and rarely situate normative and positive behaviors in context. Building from the literature on parenting goals and socialization expectations in Latino families and a preliminary ethnographic study (Proyecto Educando Niños), we constructed a survey in English and Spanish that measures the expected social behaviors of Mexican-heritage children, ages 3–6 years, using parent and teacher reports. Use of the BEAR Assessment System facilitated the refinement of this instrument to assess the socialization of young, Mexican American children. We report on the psychometric properties of the Mexican American Socialization (MAS) Scale, utilizing item-response theory. Analyses indicate the MAS Scale is reliable and an ecologically valid indicator of multiple constructs of the expected social behaviors of young Mexican American children. In particular, the 41-item Bien Educado subscale showed good reliability and is consistent with socialization constructs described in the literature. Implications for research and practice are discussed. 相似文献
68.
69.
Osterhaus Trzasko LC Farrell AM Rethlefsen ML 《Medical reference services quarterly》2012,31(3):245-257
After a major redesign project in 2002, Mayo Clinic Libraries' heavily used intranet portal remained largely static. Library staff were unable to make substantive design changes or introduce tools that would make the content more dynamic. CampusGuides offered a practical, user-friendly, web-based solution to add dynamic content to the library site. A task force was formed both to establish design and style guidelines that would integrate with the library site and to plan the conversion of content to CampusGuides. Converting intranet site content to CampusGuides gave the task force the opportunity to examine, re-imagine, and revitalize site content. 相似文献
70.
Betcy Jose Michael Berry Leah Andrews 《The American journal of distance education》2013,27(4):262-275
ABSTRACTThis study investigates whether differences in learning styles exist between students in online and face-to-face (FTF) sections of political science courses taught by three instructors. Some studies suggest that student preferences regarding online or FTF formats are influenced by their preferred modes of learning. Independent learners, for example, may prefer online courses since they provide individualistic opportunities to study outside of the traditional classroom. This study uses original survey data to assign students one of six learning styles in order to assess whether independent learners are more common in online courses. Our analysis finds no significant differences in independent learners when comparing the two formats. This finding runs counter to studies that argue that independent learners tend to prefer online courses. In fact, the only learning style where we observe a meaningful difference among online and FTF formats is among dependent learners. Contrary to expectation, students enrolled in online versions demonstrated a greater tendency toward dependent modes of learning. Further survey responses suggest that student lifestyle drove course format selection rather than learning style. These findings have important implications for universities that increasingly turn to online courses to address decreasing enrollments and attempt to remedy the high attrition rates associated with those courses. 相似文献