全文获取类型
收费全文 | 1222篇 |
免费 | 17篇 |
国内免费 | 1篇 |
专业分类
教育 | 1036篇 |
科学研究 | 7篇 |
各国文化 | 13篇 |
体育 | 22篇 |
文化理论 | 6篇 |
信息传播 | 156篇 |
出版年
2023年 | 5篇 |
2022年 | 2篇 |
2021年 | 8篇 |
2020年 | 11篇 |
2019年 | 17篇 |
2018年 | 32篇 |
2017年 | 36篇 |
2016年 | 34篇 |
2015年 | 28篇 |
2014年 | 42篇 |
2013年 | 277篇 |
2012年 | 45篇 |
2011年 | 43篇 |
2010年 | 31篇 |
2009年 | 32篇 |
2008年 | 31篇 |
2007年 | 33篇 |
2006年 | 32篇 |
2005年 | 31篇 |
2004年 | 39篇 |
2003年 | 32篇 |
2002年 | 33篇 |
2001年 | 38篇 |
2000年 | 25篇 |
1999年 | 17篇 |
1998年 | 13篇 |
1997年 | 10篇 |
1996年 | 7篇 |
1995年 | 17篇 |
1994年 | 26篇 |
1993年 | 19篇 |
1992年 | 9篇 |
1991年 | 13篇 |
1990年 | 21篇 |
1989年 | 10篇 |
1988年 | 11篇 |
1987年 | 16篇 |
1986年 | 12篇 |
1985年 | 10篇 |
1984年 | 8篇 |
1983年 | 11篇 |
1982年 | 7篇 |
1981年 | 10篇 |
1980年 | 10篇 |
1979年 | 11篇 |
1978年 | 10篇 |
1977年 | 7篇 |
1976年 | 6篇 |
1975年 | 3篇 |
1974年 | 3篇 |
排序方式: 共有1240条查询结果,搜索用时 15 毫秒
141.
Carol Ascher Ph.D. 《The Urban Review》1982,14(2):127-133
142.
Carol E. Kasworm 《Innovative Higher Education》1983,8(1):45-54
In recent years, instructors, academic programs, and innovative educational institutions have begun utilizing self-directed learning concepts and contract learning structures for assumed development of student self-directed learning outcomes. However, prior investigations of development of self-directed learning have been hortative in form or have examined correlative relationships of self-directed behavior with specific learner characteristics. Does learner participation in a self-directed contract learning course influence his/her future behavior and attitudes toward self-directed learning? This study examined the impact of a self-directed contract learning course upon participant self-directed learning behavior and attitudes. Findings of this study were examined from three forms of impact evaluation. Significant positive gains were noted on participant pre- and postgain scores on the Self-Directed Learning Readiness Scale (SDLRS). Course evaluations noted a majority of positive participant responses regarding perceived changes in knowledge and skill of self-directed learning as well as reported value of the course experience. The third form of impact evaluation came from observational diaries analysis. Diaries from selected students and the instructor were analyzed for major themes and transitions. A discussion of these themes and transition points are presented in a framework analysis of the Fuller and Bown “Concerns model.” Findings are discussed for their varying significance in understanding the development of self-directed learning behavior. 相似文献
143.
Nicole Patton Terry Carol McDonald Connor Lakeisha Johnson Adrienne Stuckey Novell Tani 《Reading and writing》2016,29(2):267-295
The purpose of this study was to examine second graders’ (n = 680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e., dialect shifting) than their peers who did not qualify for FARL or their peers with weaker language skills. Dialect shifting for a sub-sample of 102 students who used substantial amounts of NMAE at the beginning of the school year was predicted by school context, controlling for reading and language skills—in general, students who attended more affluent schools dialect shifted to a greater extent than did their peers who attended higher poverty schools. Greater dialect shifting in this group predicted gains in reading comprehension from fall to spring. 相似文献
144.
145.
Researchers using a goal orientation framework have hypothesized that learning goals are associated with adaptive patterns of behavior, regardless of the level of perceived ability. In contrast, perceived ability is hypothesized to moderate the relation between performance goals and patterns of adaptive or maladaptive behavior. We examined this hypothesis in two samples of seventh grade middle school students, focusing on the math domain in one sample and on the English domain in the other. Using two different statistical methods, median split and multiple regression, we found only little support for the role of perceived competence as a moderator between performance goals and patterns of behavior. Contrary to what has been suggested, we found some evidence that perceived competence moderated the relation between learning goals and behavior. Implications of these findings for recent efforts to use goal theory to reform classrooms and schools are discussed. 相似文献
146.
Carol J. Mills 《High Ability Studies》1993,4(1):70-85
Clear personality differences were found for a sample of academically talented students when compared to a general population of same age students. On the Myers‐Briggs dimensions, the academically talented students differed significantly from the comparison group on all four dimensions. Specifically, the academically talented group expressed greater preferences for introversion, intuition, and thinking. Although there were more judging types in this group than in the comparison group, overall more academically talented students expressed a preference for a perceptive style. They also tended to be higher on achievement motivation and lower on interpersonal and social concerns. In particular, a cognitive style that empasizes a thinking over a feeling mode appears to mediate gender differences in mathematics ability and achievement. 相似文献
147.
Kenneth D. Peterson Dannelle Stevens Carol Mack 《Journal of Personnel Evaluation in Education》2001,15(2):121-133
The development of extensive and authentic teacher evaluation raises questions about how best to organize and present the increased amount and variety of assessment materials. Portfolios have been suggested for teacher evaluation because they are well suited to capture the complexities of teaching. However, portfolios 1) are difficult to judge, 2) are difficult to archive, 3) lack key information, 4) miss excellent teachers with simple materials, 5) rarely plan for audiences, 6) distort when required, and 7) bring conflicts of interest. Teacher dossiers are compressed collections of objective data which are easier to judge, demonstrably reliable, and cost-effective. 相似文献
148.
149.
Using an experience sampling methodology, the everyday lives of 153 adolescents with low, middle, or high levels of attention-deficit/hyperactivity disorder (ADHD) characteristics as assessed by either parent or teen were examined. Twice each hour, across two 4-day recording intervals, participants in a longitudinal study of stress and health risks logged their behaviors, moods, and social contexts. Those with high, in contrast to low, ADHD symptom levels recorded more negative and fewer positive moods, lower alertness, more entertaining activities relative to achievement-oriented pursuits, more time with friends and less time with family, and more tobacco and alcohol use. Fewer associations emerged with parent-defined than with teen-defined subgroups, although the differences in alertness, peer and family contexts, entertainment versus achievement activities, and substance use were consistent across sources. Even at subclinical levels, ADHD characteristics were associated with behavioral patterns and contexts that may promote peer deviancy training, unhealthy lifestyle behaviors, and vulnerability to nicotine dependence. 相似文献
150.
Carol Fox 《Literacy》1999,33(3):126-131
This article discusses several issues arising from some wide reading of children’s literature of war and peace as part of a Comenius (EU) collaboration with partners in Belgium and Portugal. The focus here is on the content of the books rather than ways of telling. The issues raised concern national identities, gaps in the collective texts which perhaps reflect national identities, the emphasis on the home front rather than battles, the usefulness of children in wartime compared to most modern child readers, the ethical issues common to the literature in all three countries, the allegorical war literature available for young children, and, increasingly, the more realistic literature for the same group including stories of the holocaust. 相似文献