全文获取类型
收费全文 | 1367篇 |
免费 | 18篇 |
专业分类
教育 | 1128篇 |
科学研究 | 34篇 |
各国文化 | 26篇 |
体育 | 50篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 143篇 |
出版年
2023年 | 2篇 |
2022年 | 10篇 |
2021年 | 14篇 |
2020年 | 34篇 |
2019年 | 63篇 |
2018年 | 78篇 |
2017年 | 73篇 |
2016年 | 65篇 |
2015年 | 31篇 |
2014年 | 61篇 |
2013年 | 296篇 |
2012年 | 40篇 |
2011年 | 49篇 |
2010年 | 43篇 |
2009年 | 51篇 |
2008年 | 45篇 |
2007年 | 44篇 |
2006年 | 38篇 |
2005年 | 35篇 |
2004年 | 27篇 |
2003年 | 30篇 |
2002年 | 25篇 |
2001年 | 17篇 |
2000年 | 17篇 |
1999年 | 16篇 |
1998年 | 12篇 |
1997年 | 17篇 |
1996年 | 7篇 |
1995年 | 10篇 |
1994年 | 17篇 |
1993年 | 7篇 |
1992年 | 7篇 |
1991年 | 9篇 |
1990年 | 15篇 |
1989年 | 8篇 |
1988年 | 8篇 |
1987年 | 7篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1984年 | 3篇 |
1983年 | 5篇 |
1982年 | 4篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1978年 | 5篇 |
1976年 | 4篇 |
1973年 | 3篇 |
1971年 | 4篇 |
1968年 | 2篇 |
排序方式: 共有1385条查询结果,搜索用时 0 毫秒
41.
We examined two aspects of college students' (N = 385) sense of belonging and its relations with three indicators of self-regulated learning. We also tested the mediating role of achievement goals in these relations. One aspect, sense of belonging to school, functioned as a significant predictor of self-reported metacognitive and academic time management strategies. In comparison, a second aspect, sense of belonging to peer groups, was a significant predictor of self-reported peer learning strategies. Findings from the mediation analyses indicated that sense of belonging to school was related with mastery goals, whereas sense of belonging to peer groups was related with performance goals. Further, mastery goals mediated the relations between sense of belonging to school and metacognitive and academic time management strategies. 相似文献
42.
Susan Rowland Christine Slade Kai-Sheng Wong Brooke Whiting 《Assessment & Evaluation in Higher Education》2018,43(4):652-665
Academic integrity is important to universities and students must abide by codes of academic conduct around assessment. Students are, however, subject to multiple pressures around assessment, some of which can push them to cheat. Modern contract cheating websites are the fronts for sophisticated, commercial operations that offer individually written assessment items for a fee; to combat their use we need a better understanding of the tools they use to persuade students to become customers. In this study we examined the persuasive features of 11 highly-visible contract cheating websites and mapped these features to a previously used persuasiveness framework. We find that contract-cheating websites use a variety of credibility, interactive and informative features designed to persuade students to use their services. In addition, the sites offer low-cost, customisable products available in very short timeframes. We suggest ways in which educators can encourage academic integrity by talking with their students about how the websites promulgate their ‘just turn to us’ message. 相似文献
43.
Dexin Shi Christine DiStefano Heather L. McDaniel Zhehan Jiang 《Structural equation modeling》2018,25(6):924-945
This study examined the effect of model size on the chi-square test statistics obtained from ordinal factor analysis models. The performance of six robust chi-square test statistics were compared across various conditions, including number of observed variables (p), number of factors, sample size, model (mis)specification, number of categories, and threshold distribution. Results showed that the unweighted least squares (ULS) robust chi-square statistics generally outperform the diagonally weighted least squares (DWLS) robust chi-square statistics. The ULSM estimator performed the best overall. However, when fitting ordinal factor analysis models with a large number of observed variables and small sample size, the ULSM-based chi-square tests may yield empirical variances that are noticeably larger than the theoretical values and inflated Type I error rates. On the other hand, when the number of observed variables is very large, the mean- and variance-corrected chi-square test statistics (e.g., based on ULSMV and WLSMV) could produce empirical variances conspicuously smaller than the theoretical values and Type I error rates lower than the nominal level, and demonstrate lower power rates to reject misspecified models. Recommendations for applied researchers and future empirical studies involving large models are provided. 相似文献
44.
Christopher L. Cunningham Dobrina M. Okorn Christine E. Howard 《Learning & behavior》1997,25(1):31-42
DBA/2J mice were exposed to a distinctive floor stimulus (CS+) and ethanol (2 g/kg) in a place conditioning paradigm. A different floor stimulus (CS?) was presented with saline. Mice injected just before or 30 min before CS exposure (Groups 0, ?30) showed conditioned place preference, whereas mice injected right after exposure to the CS (Group 5) displayed place aversion (Experiment 1). None of the other groups (?120, ?60, 15, 60) showed place conditioning. Handling and saline injection given just before or after CS exposure were unable to produce place conditioning (Experiment 2). However, there was a positive relationship between ethanol concentration (10% vs. 20%) and test performance, suggesting that peritoneal irritation influences place conditioning (Experiment 3). Overall, these findings support the suggestion that intraperitoneal injection of ethanol produces an initial short-duration aversive effect that is followed by a longer lasting positive motivational effect. 相似文献
45.
Christine Lotter Whitney Smiley Stephen Thompson Tammiee Dickenson 《International Journal of Science Education》2016,38(18):2712-2741
This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and continued with academic year support for participants' inquiry implementation. An inquiry teaching efficacy instrument was administered 3 times to 25 teacher participants to gauge changes in their personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. To examine actual practices, pre/post classroom observations of the teachers' inquiry enactments were evaluated using a quality of inquiry observation protocol. Following the summer Institute, teachers had statistically significant increases in their self-efficacy for teaching inquiry in four of the five essential features and increases in one of the five essential features for outcome expectancy. Teachers' quality of inquiry teaching also increased after the professional development programme. We discuss implications of this PD model for moving teachers towards implementation of new instructional techniques as well as the influence of a supportive school community on teachers’ efficacy with inquiry instruction. 相似文献
46.
Noomi Christine Linde Matthiesen 《International journal of qualitative studies in education》2016,29(3):320-337
This article questions the dominant understanding that immigrant and refugee parents in parent–teacher conferences are silent because they come from a culture where one does not question the authority of the teacher. Instead, it is argued that they become silent through certain interactional processes. Building on material from an explorative case study of the home–school relations of Somali diaspora families in Danish public schools, the article argues that while these parents have many opinions about their children’s education that they wish to convey, there are institutional and interactional processes in the parent–teacher conference that systematically silence their voices. The understanding of culture as a stable structure that persons are situated within in a top-down manner is thus challenged, arguing that dynamic here-and-now interactions unfolding in a specific practice result in persons becoming, rather than being, silent. 相似文献
47.
Research shows teacher collaborative learning to be a powerful vehicle to mobilise teacher instructional change and pedagogical
practices, and to improve student achievement. For such undertakings to have positive impact, understanding the visible features
of collaborative structures may not be sufficient to ensure sustainable practice. Instead, there is a need to identify underlying
pathways that provide for successful instructional improvement. The purpose of this qualitative study is to obtain deeper
insights into teacher outcomes arising from this practice and to identify aspects of the lesson study structure and processes
that afford such opportunities. Three subject groups consisting of ten teachers from a Singapore high school participated
in this study. Implications on staff development programs will be discussed in the light of these findings. 相似文献
48.
Denis Alamargot Gilles Caporossi David Chesnet Christine Ros 《Learning and individual differences》2011,21(5):505-516
This study investigated the role of working memory capacity as a factor for individual differences in the ability to compose a text with communicative efficiency based on audience awareness. We analyzed its differential effects on the dynamics of the writing processes, as well as on the content of the finished product. Twenty-five graduate students composed a procedural text explaining how to assemble a model turbine. They were free to consult a documentary source, featuring captioned pictures of turbine parts and assembly steps, at any time. Graphomotor and eye movements were recorded using ‘Eye and Pen’ software with an eye-tracker and digitizing tablet. Results showed that high WM capacity writers used a different strategy to explore the visual source, making longer writing pauses and producing more detailed procedures, and achieved the communicative goal more efficiently, by introducing more reader supports. In conclusion, we discuss the feasibility of audience awareness training. 相似文献
49.
Teniell L. Trolian Elizabeth A. Jach Christine A. Ogren Jana M. Hanson 《Research in higher education》2018,59(4):461-488
This study considers how institutional histories of admitting women are associated with present college experiences, and uses data from the Wabash National Study of Liberal Arts Education to compare the experiences of women at women’s colleges or former women’s colleges to those of women at former men’s colleges and colleges that have always been coeducational. Results indicate that women attending former men’s colleges and colleges that have always been coeducational seem to experience similar or greater frequency and quality of student–faculty interaction and exposure to good teaching practices, compared to women attending women’s or former women’s colleges. Results also suggest that considering the gender enrollment histories of colleges and universities may provide valuable context for evaluating the experiences of women at women’s colleges and coeducational institutions. 相似文献
50.