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排序方式: 共有950条查询结果,搜索用时 31 毫秒
941.
Hyojong Sohn Kelly Acosta Mary T. Brownell Nicholas A. Gage Eilish Tompson Carolyn Pudvah 《Learning disabilities research & practice》2023,38(2):85-103
This meta-analysis synthesized 97 effect sizes extracted from 37 intervention studies for students with reading difficulties (RDs) in Grades 6 to 12 published between 1982 and 2021 to identify the overall impact of reading interventions and the moderating effects of intervention characteristics and study design characteristics. Random-effects robust variance estimation (RVE) was used to account for dependencies within studies. Overall, interventions designed to improve reading comprehension outcomes for adolescents with RDs were effective (g = 0.63). Meta-regression analyses identified several significant moderators that were associated with intervention efficacy, such as text content, duration of intervention, agent of intervention, status of student, type of dependent measure, and study quality. We provide study limitations as well as implications for research and practice. 相似文献
942.
Carolyn Hardwick 《英语沙龙》2014,(1)
正Pre-reading task1.Do you follow fashion?2.Have you ever bought counterfeit merchandise?3.How much would you spend on a bag?Now,read the article and compare your experiences with those outlined in the article. 相似文献
943.
Ya‐Ting Carolyn Yang Jeffrey Hugh Gamble Yu‐Wan Hung Tzu‐Yun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):723-747
Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT‐infused adaptive English literacy instruction using a Moodle system. A one‐group pretest–posttest design was employed to evaluate the effect of the treatment on students' acquisition of CT skills (CTS) and English literacy. A total of 83 students enrolled in two sections of a general studies course at a large university in Taiwan participated in the semester‐long experiment. Adaptive learning was achieved through the use of an online Moodle system for (1) online grouping (based on pretest English literacy scores), (2) delivery of specifically designed adaptive learning materials for each group and (3) provision of individualised feedback. CT‐infused language activities based on social constructivist principles were designed for each level of adaptive instruction, whereas direct instruction for fostering CTS was provided in class and practiced or reflected upon in groups. Empirical results demonstrate that CT‐enhanced adaptive English literacy instruction simultaneously improved students' CTS and English literacy and that students' online discussions developed towards higher levels of interaction. This paper illustrates an effective blended learning model for adaptive instruction and offers recommendations for designing CT‐infused language learning activities that can successfully foster both CT and English literacy outcomes. 相似文献
944.
Terence P. Thornberry Mauri Matsuda Sarah J. Greenman Megan Bears Augustyn Kimberly L. Henry Carolyn A. Smith Timothy O. Ireland 《Child abuse & neglect》2014
We investigate adolescent risk factors, measured at both early and late adolescence, for involvement in child maltreatment during adulthood. Comprehensive assessments of risk factors for maltreatment that use representative samples with longitudinal data are scarce and can inform multilevel prevention. We use data from the Rochester Youth Development Study, a longitudinal study begun in 1988 with a sample of 1,000 seventh and eighth graders. Participants have been interviewed 14 times and, at the last assessment (age 31), 80% were retained. Risk factors represent 10 developmental domains: area characteristics, family background/structure, parent stressors, exposure to family violence, parent–child relationships, education, peer relationships, adolescent stressors, antisocial behaviors, and precocious transitions to adulthood. Maltreatment is measured by substantiated reports from Child Protective Services records. Many individual risk factors (20 at early adolescence and 14 at later adolescence) are significantly, albeit moderately, predictive of maltreatment. Several developmental domains stand out, including family background/structure, education, antisocial behaviors, and precocious transitions. In addition, there is a pronounced impact of cumulative risk on the likelihood of maltreatment. For example, only 3% of the youth with no risk domains in their background at early adolescence were involved in later maltreatment, but for those with risk in 9 developmental domains the rate was 45%. Prevention programs targeting youth at high risk for engaging in maltreatment should begin during early adolescence when risk factors are already at play. These programs need to be comprehensive, capable of addressing the multiple and interwoven nature of risk that is associated with maltreatment. 相似文献
945.
Carolyn S. Gosse Anita S. McGinty Andrew J. Mashburn LaVae M. Hoffman Robert C. Pianta 《Early education and development》2014,25(1):110-133
The present study examined the extent to which preschool classroom supports—relational support (RS) and instructional support (IS)—are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an expressive narrative task in the fall and spring of the preschool year, teachers rated RS in the fall, and observations of IS were collected across the year. Research Findings: Hierarchical linear models revealed main effects of IS, but not RS, on preschoolers’ development of expressive language skills. In addition, the associations between RS and IS on children's expressive language development were moderated by children's fall language ability. Specifically, the association between IS and language development was stronger for children with stronger expressive language skills, and the association between RS and language development was stronger for children with weaker expressive language skills. Practice or Policy: These findings suggest that professional development for preschool teachers might focus on aligning classroom supports with the needs of children with weaker language skills who are at risk for difficulty acquiring literacy. 相似文献
946.
Andrew Zucker Rachel Kay Carolyn Staudt 《Journal of Science Education and Technology》2014,23(3):441-457
Graphs are commonly used in science, mathematics, and social sciences to convey important concepts; yet students at all ages demonstrate difficulties interpreting graphs. This paper reports on an experimental study of free, Web-based software called SmartGraphs that is specifically designed to help students overcome their misconceptions regarding graphs. SmartGraphs allows students to interact with graphs and provides hints and scaffolding to help students, if they need help. SmartGraphs activities can be authored to be useful in teaching and learning a variety of topics that use graphs (such as slope, velocity, half-life, and global warming). A 2-year experimental study in physical science classrooms was conducted with dozens of teachers and thousands of students. In the first year, teachers were randomly assigned to experimental or control conditions. Data show that students of teachers who use SmartGraphs as a supplement to normal instruction make greater gains understanding graphs than control students studying the same content using the same textbooks, but without SmartGraphs. Additionally, teachers believe that the SmartGraphs activities help students meet learning goals in the physical science course, and a great majority reported they would use the activities with students again. In the second year of the study, several specific variations of SmartGraphs were researched to help determine what makes SmartGraphs effective. 相似文献
947.
Do not forget learning transfer while crafting your learning and development initiatives. A research‐driven model allows your organization to adapt quickly and make real‐time adjustments to your learning strategy. 相似文献
948.
949.
950.
Andy Nguyen Sanna Järvelä Carolyn Rosé Hanna Järvenoja Jonna Malmberg 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):293-312
Socially shared regulation contributes to the success of collaborative learning. However, the assessment of socially shared regulation of learning (SSRL) faces several challenges in the effort to increase the understanding of collaborative learning and support outcomes due to the unobservability of the related cognitive and emotional processes. The recent development of trace-based assessment has enabled innovative opportunities to overcome the problem. Despite the potential of a trace-based approach to study SSRL, there remains a paucity of evidence on how trace-based evidence could be captured and utilised to assess and promote SSRL. This study aims to investigate the assessment of electrodermal activities (EDA) data to understand and support SSRL in collaborative learning, hence enhancing learning outcomes. The data collection involves secondary school students (N = 94) working collaboratively in groups through five science lessons. A multimodal data set of EDA and video data were examined to assess the relationship among shared arousals and interactions for SSRL. The results of this study inform the patterns among students' physiological activities and their SSRL interactions to provide trace-based evidence for an adaptive and maladaptive pattern of collaborative learning. Furthermore, our findings provide evidence about how trace-based data could be utilised to predict learning outcomes in collaborative learning.
Practitioner notes
What is already known about this topic- Socially shared regulation has been recognised as an essential aspect of collaborative learning success.
- It is challenging to make the processes of learning regulation ‘visible’ to better understand and support student learning, especially in dynamic collaborative settings.
- Multimodal learning analytics are showing promise for being a powerful tool to reveal new insights into the temporal and sequential aspects of regulation in collaborative learning.
- Utilising multimodal big data analytics to reveal the regulatory patterns of shared physiological arousal events (SPAEs) and regulatory activities in collaborative learning.
- Providing evidence of using multimodal data including physiological signals to indicate trigger events in socially shared regulation.
- Examining the differences of regulatory patterns between successful and less successful collaborative learning sessions.
- Demonstrating the potential use of artificial intelligence (AI) techniques to predict collaborative learning success by examining regulatory patterns.
- Our findings offer insights into how students regulate their learning during collaborative learning, which can be used to design adaptive supports that can foster students' learning regulation.
- This study could encourage researchers and practitioners to consider the methodological development incorporating advanced techniques such as AI machine learning for capturing, processing and analysing multimodal data to examine and support learning regulation.