全文获取类型
收费全文 | 1491篇 |
免费 | 25篇 |
国内免费 | 3篇 |
专业分类
教育 | 1109篇 |
科学研究 | 76篇 |
各国文化 | 19篇 |
体育 | 149篇 |
文化理论 | 12篇 |
信息传播 | 154篇 |
出版年
2022年 | 8篇 |
2021年 | 16篇 |
2020年 | 39篇 |
2019年 | 52篇 |
2018年 | 62篇 |
2017年 | 86篇 |
2016年 | 63篇 |
2015年 | 54篇 |
2014年 | 45篇 |
2013年 | 338篇 |
2012年 | 46篇 |
2011年 | 50篇 |
2010年 | 35篇 |
2009年 | 44篇 |
2008年 | 42篇 |
2007年 | 39篇 |
2006年 | 32篇 |
2005年 | 26篇 |
2004年 | 27篇 |
2003年 | 12篇 |
2002年 | 30篇 |
2001年 | 17篇 |
2000年 | 24篇 |
1999年 | 13篇 |
1998年 | 16篇 |
1997年 | 21篇 |
1996年 | 24篇 |
1995年 | 22篇 |
1994年 | 26篇 |
1993年 | 16篇 |
1992年 | 10篇 |
1991年 | 6篇 |
1990年 | 13篇 |
1989年 | 11篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1986年 | 12篇 |
1985年 | 6篇 |
1984年 | 11篇 |
1983年 | 12篇 |
1982年 | 8篇 |
1981年 | 10篇 |
1980年 | 9篇 |
1979年 | 7篇 |
1978年 | 10篇 |
1976年 | 6篇 |
1975年 | 8篇 |
1974年 | 6篇 |
1973年 | 5篇 |
1971年 | 5篇 |
排序方式: 共有1519条查询结果,搜索用时 15 毫秒
81.
82.
83.
84.
Brian D. Barrett 《British Journal of Sociology of Education》2017,38(8):1258-1272
Despite a long-standing concern within the sociology of education for ameliorating educational inequality, the challenge of improving educational opportunities for disadvantaged students remains deeply entrenched. While ‘macro’ issues such as segregation and systemic inequalities in school funding and access to qualified teachers must be addressed as matters of social and educational justice, Basil Bernstein's novel focus on ‘relations within’ education as the site of pedagogic discourse offers teachers and those working inside school systems a particularly powerful vision for promoting more equitable outcomes for students. This paper examines this assertion through a case study of the ‘mixed’ pedagogical practice of a successful teacher in a fifth-grade urban classroom in the United States. 相似文献
85.
This study investigated the value of using a scaffolded critique framework to promote two different types of writing—argumentative writing and explanatory writing—with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade students taught by two teachers was used. A total of 170 students participated in the study, with 87 in the control group (four classes) and 83 in the treatment group (four classes). All students used the SWH templates as an argumentative writing to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task as an explanatory writing at the end of each unit. All students’ writing samples were scored using analytical frameworks developed for the study. The results indicated that the treatment group performed significantly better on the explanatory writing task than the control group. In addition, the results of the partial correlation suggested that there is a very strong significantly positive relationship between the argumentative writing and the explanatory writing. 相似文献
86.
Analysis of academic administrators’ attitudes: annual evaluations and factors that improve teaching
Brian D. Cherry Nathan Grasse Dale Kapla Brad Hamel 《Journal of Higher Education Policy & Management》2017,39(3):296-306
This article examines academic administrators’ attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process facilitates quality instruction. With increased pressure for accountability being placed on higher education, it is important to ensure that we are meeting both public and academic expectations. The evaluation process is an important tool to ensure the university’s goals and values are articulated and that academics can be successful in their individual career paths. The problem is most research finds flaws with the current method of evaluation, and academics and academic administrators are sceptical about the process and results. We find there are environmental factors that influence academic administrators’ perceptions of academic evaluations and the ability to improve classroom instruction. 相似文献
87.
Jeffrey S. Van Lone Michael Siembor Brian J. Mistler David J. Mapstone 《Journal of College Student Psychotherapy》2017,31(2):132-154
This article examines college student disengagement from sports, presents a multidimensional concept of athletic identity, and introduces a new measure intended to assist college counselors in their work with disengaged athletes. The Multidimensional Athletic Identity and Engagement Scale (MAIES) is introduced (Cronbach alpha .98, with subscale alphas between .78 and .96), and the results of exploratory and confirmatory factor analyses and convergent and divergent validity with 250 college student participants are presented. Using case examples, the authors discuss how counselors may use the MAIES in their work with students. Limitations of the study and suggestions for future research are discussed. 相似文献
88.
A general input-to-state stability (ISS)-type small-gain result is presented. It specializes to a small-gain theorem for ISS operators, and it also recovers the classical statement for ISS systems in state-space form. In addition, we highlight applications to incrementally stable systems, detectable systems, and to interconnections of stable systems. 相似文献
89.
Brian R. Belland Krista D. Glazewski Jennifer C. Richardson 《Instructional Science》2011,39(5):667-694
Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments
in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik
et al., J Learn Sci 7:313–350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the Connection Log, to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based
argumentation scaffolds on middle school students’ construction of evidence-based arguments during a PBL unit, and (b) scaffold
use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation
ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews.
Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use
of the scaffolds by the small groups to communicate and keep organized. 相似文献
90.
Tara M. Mortensen Brian P. McDermott Khadija Ejaz Daniel D. Haun 《Journalism Practice》2019,13(5):576-591
This study is the first to inquire about the factors that influence people’s willingness to allow professional photojournalists to tell their stories through the medium of the photo essay. Guided by Self-Disclosure Theory, in-depth interviews were conducted with the subjects of 15 peer-judged award-winning photo essays. These were drawn from the multiple picture categories of the National Press Photographers Association (NPPA) Monthly Clip Contest, the annual NPPA Best of Photojournalism Contest, and the annual World Press Photo Contest between 2013 and 2017. The topics of the photo essays were sensitive in nature. Analysis reveals support and appreciation amongst photo-essay subjects for the profession of photojournalism. Motivations derived from the sensitivity and professionalism with which each interviewee was initially approached, a need to tell a different side of the story, a desire to inspire others or invoke change, and the memory-keeping and permanence afforded through published professional photojournalism. 相似文献