全文获取类型
收费全文 | 106篇 |
免费 | 6篇 |
专业分类
教育 | 96篇 |
科学研究 | 5篇 |
各国文化 | 1篇 |
体育 | 3篇 |
信息传播 | 7篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 11篇 |
2018年 | 9篇 |
2017年 | 3篇 |
2016年 | 3篇 |
2015年 | 6篇 |
2014年 | 4篇 |
2013年 | 28篇 |
2012年 | 2篇 |
2011年 | 1篇 |
2010年 | 4篇 |
2009年 | 3篇 |
2007年 | 2篇 |
2006年 | 5篇 |
2005年 | 3篇 |
2004年 | 1篇 |
2003年 | 3篇 |
2002年 | 1篇 |
2001年 | 1篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1985年 | 1篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1973年 | 1篇 |
1955年 | 1篇 |
1828年 | 1篇 |
排序方式: 共有112条查询结果,搜索用时 300 毫秒
1.
Katharine Burn Robin Conway Anne Edwards Eluned Harries 《British Educational Research Journal》2021,47(3):616-633
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research-based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university department. Taking a cultural/historical approach, the study examined the strategic intentions and actions in the activities of the champions as they negotiated research-based knowledge into their schools. Data comprised 59 completed templates that described what they did and why. Findings revealed differences between those with close links with senior leaders—who could take a whole-school approach—and those whose reach was restricted by their position in school practices. Nonetheless, all the champions carefully selected and targeted research in ways that reflected their knowledge of local contexts. The findings point to the need to incorporate the champion role into school systems and for universities to value the role as they develop their own research agenda. 相似文献
2.
This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology. 相似文献
3.
4.
5.
6.
Social‐Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children 下载免费PDF全文
Celene E. Domitrovich Joseph A. Durlak Katharine C. Staley Roger P. Weissberg 《Child development》2017,88(2):408-416
Social‐emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost‐effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale. 相似文献
7.
Katharine L. Brodzeller Jennifer R. Ottley Jeesun Jung Christan G. Coogle 《Early Childhood Education Journal》2018,46(3):277-286
The inclusive education of children with disabilities is considered best practice, yet many early childhood educators feel unprepared to deliver appropriate instruction for children with disabilities and often require supports to successfully meet the children’s unique needs. Young children experiencing autism spectrum disorder are being diagnosed at a young age and they are commonly receiving their education within inclusive early childhood settings. This article presents two methods to meet the needs of children with autism spectrum disorder. First, early childhood educators can provide interventions tailored to the children’s learning needs. Second, educators can adapt the environment, materials, activity, instruction, and assistance they provide so that each child is appropriately supported, while still being encouraged to succeed as independently as possible. This article summarizes research-based interventions and adaptations that early childhood educators can implement within inclusive settings to meet the diverse needs of young children with autism spectrum disorder and presents a case study to describe how these practices can support young children with autism spectrum disorder within inclusive settings. 相似文献
8.
Katharine Pace Miles Mark D. Lauterbach Dana M. Murano Ginny A. Dembek 《The Journal of educational research》2019,112(2):255-269
The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps?.001) and significant change in proportion of students attaining grade-level reading status pre- and postintervention (ps?.001; d?=?1.62 sight words, d?=?1.68 oral reading/comprehension). Student-level factors of Individualized Education Program status, program completion, number of session, and invented spelling; tutor-level factors of sessions delivered and years of experience; school level factors of school size and percentage of language minority students all predicted grade-level passage or word reading (all ps?.05). Findings indicate Reading Rescue continues to be highly effective, even while expanding substantially as a program since Ehri et al.’s (2007) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools. 相似文献
9.
This study provides an expanded view of joint attention and its relation to expressive language development. A total of 144 toddlers (40 typically developing, 58 with autism spectrum disorder [ASD], 46 with developmental delay [DD]) participated at 24 and 31 months. Toddlers who screened positive for ASD risk, especially those subsequently diagnosed with ASD, had poorer joint attention skills, joint engagement during parent–toddler interaction, and expressive language. Findings highlight the dynamic relation between joint attention and language development. In the ASD and DD groups, joint engagement predicted later expressive vocabulary, significantly more than predictions based on joint attention skills. Joint engagement was most severely impacted when toddlers did not talk initially and improved markedly if they subsequently began to speak. 相似文献
10.
Katharine H. Zeiders Sara D. Bayless Chelsea L. Derlan Adriana J. Umaña-Taylor Kimberly A. Updegraff Laudan B. Jahromi 《Child development》2019,90(3):e373-e385
Ethnic–racial identity (ERI) development and ethnic–racial discrimination are two salient experiences among adolescents in the United States. Despite growing awareness of the costs and benefits of these experiences individually, we know little about how they may influence one another. The current study examined competing hypotheses relating discrimination and components of ERI (i.e., exploration, resolution, affirmation) among a sample of Mexican-origin adolescent mothers (N = 181; Mage at Wave 1 = 16.83, SD = 1.01) across six waves of data. Findings revealed that within-person changes in discrimination predicted subsequent ERI resolution and affirmation; however, ERI did not predict subsequent discrimination. Between-person effects of discrimination on affirmation were significant. Our findings underscore the importance of discrimination experiences in shaping Mexican-origin adolescent mothers’ normative developmental competencies. 相似文献