全文获取类型
收费全文 | 793篇 |
免费 | 10篇 |
专业分类
教育 | 670篇 |
科学研究 | 15篇 |
各国文化 | 7篇 |
体育 | 36篇 |
文化理论 | 4篇 |
信息传播 | 71篇 |
出版年
2022年 | 6篇 |
2021年 | 5篇 |
2020年 | 17篇 |
2019年 | 8篇 |
2018年 | 19篇 |
2017年 | 38篇 |
2016年 | 20篇 |
2015年 | 21篇 |
2014年 | 24篇 |
2013年 | 200篇 |
2012年 | 25篇 |
2011年 | 12篇 |
2010年 | 22篇 |
2009年 | 22篇 |
2008年 | 18篇 |
2007年 | 22篇 |
2006年 | 16篇 |
2005年 | 13篇 |
2004年 | 15篇 |
2003年 | 10篇 |
2002年 | 17篇 |
2001年 | 11篇 |
2000年 | 14篇 |
1999年 | 8篇 |
1998年 | 12篇 |
1997年 | 7篇 |
1996年 | 9篇 |
1995年 | 10篇 |
1994年 | 9篇 |
1993年 | 4篇 |
1992年 | 8篇 |
1991年 | 10篇 |
1990年 | 12篇 |
1989年 | 10篇 |
1988年 | 5篇 |
1987年 | 7篇 |
1986年 | 6篇 |
1985年 | 14篇 |
1984年 | 11篇 |
1983年 | 9篇 |
1982年 | 6篇 |
1981年 | 7篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1978年 | 5篇 |
1977年 | 10篇 |
1976年 | 6篇 |
1975年 | 8篇 |
1974年 | 5篇 |
1973年 | 6篇 |
排序方式: 共有803条查询结果,搜索用时 15 毫秒
41.
42.
John Dixon 《English in Education》1991,25(3):10-17
John Dixon's Growth Through English was a seminal text in the development of NATE and a major influence on a whole generation of teachers. In his new book A Schooling in English2 , to be published later this year, he traces some of the historical developments which led up to that point, a series of ideological and institutional struggles that are still continuing. We are pleased to publish here a brief synopsis, written for the UEA Language and Literacy Convention in April, together with a review of the book itself. 相似文献
43.
44.
The development of students as lifelong, self-regulating learners is a valued outcome of higher education. To this end, the current project investigated how students in an undergraduate course experienced and responded to a teaching–learning environment where they were expected to take responsibility for their learning. The pedagogic environment of this course was grounded in strategies and activities associated with assessment for learning (AfL). As such, students were expected to participate in activities that provided them with opportunities to exercise control over their learning. Data gathering comprised individual semi-structured interviews and the collection of artefacts. Findings indicated goals helped students know where they were going; exemplars provided insights into what was expected and what constituted quality work; course activities elicited evidence of learning; dialogic interactions around these generated feedback about understandings and progress; the evaluation of exemplars developed evaluative knowledge, skill and expertise; peer review and feedback provided an authentic context for evaluation and monitoring of works-in-progress. It was concluded that, while each of the AfL strategies contributed to student self-regulation, the full impact of AfL as a catalyst for self-regulated learning was realised in the cumulative and recursive effect these strategies had on students’ thinking, actions and feelings. 相似文献
45.
Michael J. Kurtz Guenther Eichhorn Alberto Accomazzi Carolyn Grant Markus Demleitner Edwin Henneken Stephen S. Murray 《Information processing & management》2005,41(6):1395-1402
It has been shown (Lawrence, S. (2001). Online or invisible? Nature, 411, 521) that journal articles which have been posted without charge on the internet are more heavily cited than those which have not been. Using data from the NASA Astrophysics Data System (ads.harvard.edu) and from the ArXiv e-print archive at Cornell University (arXiv.org) we examine the causes of this effect. 相似文献
46.
Derrick A. Paladino Casey A. Barrio Minton Carolyn W. Kern 《Counselor Education & Supervision》2011,50(3):189-206
The authors propose the Interactive Training Model (ITM), a full classroom role play experience, as a method for helping student counselors develop essential interviewing and counseling skills and self‐awareness as required by the 2009 Council for Accreditation of Counseling and Related Educational Programs Standards. This pre‐post, quasiexperimental study involving 45 master's‐level students indicated that those who participated in the ITM made greater gains in supervisee development compared with those who participated in a traditional peer feedback model. Narrative student feedback regarding the use of ITM in an essential skills course is presented, and implications for counselor education are discussed. 相似文献
47.
Carolyn A. Denton Jack M. Fletcher W. Pat Taylor Amy E. Barth Sharon Vaughn 《Journal of research on educational effectiveness》2014,7(3):268-293
AbstractConsiderable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed. 相似文献
48.
Michael J. Lichtenstein Steven V. Owen Cheryl L. Blalock Yan Liu Kacy A. Ramirez Linda A. Pruski Carolyn E. Marshall Mary Anne Toepperwein 《科学教学研究杂志》2008,45(5):600-616
The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ2 (321) = 646, p < .001; RMSEA = .061 (.90 CI = .054–.068); and CFI = .81]. The three factors were labeled “Science is About Understanding and Explaining” (13 items), “Science is Rigid” (6 items), and “I Want to Be a Scientist” (8 items). The α‐coefficients for these three factors ranged from 0.59 to 0.85. Whether these identified subscales are valid will require independent investigation. In this sample, and consistent with prior publications, the SAI‐II in its current form did not have satisfactory psychometric properties and cannot be recommended for further use. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 600–616, 2008 相似文献
49.
Carolyn D. Rude 《Technical Communication Quarterly》2004,13(3):271-288
Preparing students for civic engagement requires new knowledge about the uses of documents for advocacy and social change. Substantial social change results from repeated rather than from single rhetorical acts. Reconsideration of the rhetorical canon of delivery suggests expanding the concept beyond its present connection to publication (visual design, medium) to a rhetorical situation comprehensively defined. Delivery may take place over time and embrace a web of activities including field work, updates, and interconnections with other publications. 相似文献
50.
Carolyn W. Kohler 《Government Information Quarterly》1984,1(1):101-102