全文获取类型
收费全文 | 1434篇 |
免费 | 19篇 |
国内免费 | 1篇 |
专业分类
教育 | 1113篇 |
科学研究 | 60篇 |
各国文化 | 19篇 |
体育 | 105篇 |
综合类 | 1篇 |
文化理论 | 10篇 |
信息传播 | 146篇 |
出版年
2022年 | 10篇 |
2021年 | 14篇 |
2020年 | 20篇 |
2019年 | 37篇 |
2018年 | 63篇 |
2017年 | 65篇 |
2016年 | 66篇 |
2015年 | 31篇 |
2014年 | 41篇 |
2013年 | 303篇 |
2012年 | 40篇 |
2011年 | 42篇 |
2010年 | 26篇 |
2009年 | 36篇 |
2008年 | 36篇 |
2007年 | 26篇 |
2006年 | 26篇 |
2005年 | 19篇 |
2004年 | 21篇 |
2003年 | 16篇 |
2002年 | 19篇 |
2001年 | 17篇 |
2000年 | 23篇 |
1999年 | 13篇 |
1998年 | 14篇 |
1997年 | 22篇 |
1996年 | 17篇 |
1994年 | 9篇 |
1993年 | 17篇 |
1992年 | 22篇 |
1991年 | 23篇 |
1990年 | 16篇 |
1989年 | 25篇 |
1988年 | 16篇 |
1987年 | 27篇 |
1986年 | 14篇 |
1985年 | 8篇 |
1983年 | 11篇 |
1982年 | 12篇 |
1981年 | 9篇 |
1980年 | 12篇 |
1979年 | 16篇 |
1978年 | 14篇 |
1977年 | 16篇 |
1976年 | 9篇 |
1975年 | 9篇 |
1974年 | 9篇 |
1973年 | 11篇 |
1972年 | 7篇 |
1971年 | 10篇 |
排序方式: 共有1454条查询结果,搜索用时 15 毫秒
31.
Kenneth D. Peterson Christine Wahlquist Julie Esparza Brown Swapna Mukhopadhyay 《Journal of Personnel Evaluation in Education》2003,17(4):317-330
Parent or guardian perceptions play a specialized role in the evaluation of school teachers. Parents are important stakeholders
in teacher success, they are in some instances partners in the teachers' work, parents have unique personal information about
student learning, and they can report on the teacher duties to inform parents about the classroom and child progress. This
study analyzed the responses of parents to 12 survey items concerning teacher performance in 201 classrooms. The surveys were
used as part of an innovative teacher evaluation program in which teachers elected to include parent feedback as one objective
data source for annual review. In this study three factors emerged as important concerns for parents: humane treatment of
students, support for pupil learning, and effective communication and collaboration with parents. Recommendations for use
of specific survey items can be based on the empirical results of this sampling. The data gathered by parent surveys define
one dimension of quality which may vary in importance from one teacher to another. 相似文献
32.
33.
In two experiments, participants inspected and drank a series of drinks, half of which contained sugar and half unpalatable
Tween20 (tween). Each sugar and tween drink had a particular flavor and color. Following this training, the flavors of the
sugar drinks were assigned higher hedonic evaluations than were those of the tween drinks, even though the participants did
not reliably report which flavors had been present in the sugar and tween drinks during training. Moreover, the evaluative
conditioning of the flavors was unaffected by whether or not the colors alone had been pretrained to predict the presence
of sugar or tween in the drinks. In accord with Baeyens, Eelen, van den Bergh, and Crombez (1990), we conclude that flavor-evaluative
conditioning is not mediated by contingency learning. 相似文献
34.
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children. 相似文献
35.
Alice Brown Patrick A. Danaher 《International Journal of Research & Method in Education》2019,42(1):76-90
This paper examines the values of the CHE principles of Connectivity, Humanness and Empathy as a guiding framework for maximizing the ethical and methodological advantages of semi-structured interview research practices. The authors draw from two separate educational studies and apply the CHE principles to analyse and evaluate the effectiveness of decision-making in facilitating sustainable relationships with the participants in each study. Findings highlight that dialogical relations with participants were evident in both studies, and identify significant junctures where decision-making and actions influenced effective rapport-building and respectful and reciprocal relationships with participants in the research. The CHE principles emerge as providing a robust framework for educational researchers to employ when auditing their decision-making prior to and during their engagement in qualitative interviews. 相似文献
36.
In order to understand the task of instructional designers who produce learning support software, this paper reviews the influence of learning theory on instructional design, recent developments in computer technology, and the evolving role of the instructor as a facilitator of higher-order thinking. Constructivist principles of learning and an appreciation for the fact that the learner must become more independent and skilled in metacognitive self-assessment and self-management are fundamental to this changing role. Two cognitive tools that provide learner/user support for personal construction of knowledge systems are “MindMap” and “Learning FourMat Processor.” These tools are examined in the light of current learning theory and a recent study comparing the work of novice and expert writers using different forms of performance support. Recommendations are made for the development of a more complete set of cognitive tools that enables users to construct their own multimedia knowledge systems based on higher-order thinking and problem solving. 相似文献
37.
Jonathan R. Brown 《Psychology in the schools》1991,28(4):345-353
A common method used to interpret raw scores is to convert them into percentile rank. The broad application of percentile rank in almost all norm-referenced tests, and the exclusive use in some tests, requires the conversion of raw scores. Because percentile rank is not a linear transformation of raw scores, percentile-rank transformation in the lower and upper part of the raw-score distribution relates percentile rank and raw scores differently than in the center of the raw-score distribution. This paper describes the popularity of using percentile rank and offers an interpretation of the use of percentile rank with normal and skewed score distributions. 相似文献
38.
39.
Jonathan R. Brown 《Psychology in the schools》1992,29(2):179-184
Meta-analysis is an analysis of analyses. It is a technique widely used by researchers and practitioners to aggregate and summarize statistically reported empirical educational research. In 10 years, meta-analysis appeared more than 600 times in research journals and dissertation abstracts. Although most meta-analyses were reported as significant, few of the findings determined how many unpublished “no-effect” studies, if sampled, would have invalidated significance. If significant meta-analysis results are over represented through selective sampling, hucksterism in the form of sampling bias exists. An explanation for using a follow-up test called the fail-safe N is provided with tables constructed to assist researchers and practitioners to estimate, without calculation, the relative stability of meta-analysis results. The implication is that failsafe N should routinely be used and reported in meta-analysis research. 相似文献
40.