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981.
Aviva Dorfman Christine Kenney Jennifer Deesta Lee Kathleen Dunham 《Journal of Early Childhood Teacher Education》2020,41(2):128-147
ABSTRACTFace-to-face time with students in the early childhood college setting is at a premium and often flies by before we begin to scratch the surface of active learning. Building a community of learners is one of our main goals as instructors; therefore, we strive to set up active learning environments optimal for all students. This reflection on practice highlights the text connections learning strategy, describes how four early childhood education instructors use it, and analyzes its theoretical underpinnings to investigate how it helps students learn to contribute to the learning of all. Student examples and reflections from the instructors are included. 相似文献
982.
This paper reports an experimental study involving the use of cooperative learning in a social studies classroom. The outcome variables discussed in the paper are pupil self-esteem and classroom climate. Over the period of the study, cooperative learning did not significantly improve the self-esteem of the pupils. However, pupils in the experimental group who were taught through the cooperative learning approach perceived classwork to be less difficult than the control pupils who worked individually. The control pupils also reported a decline in satisfaction with classwork and perceived more friction in their class. Interviews with the teacher and pupils showed favourable attitudes toward cooperative learning. 相似文献
983.
This article performs exploratory research using a mixed-methods approach (structural equation modelling and a thematic analysis of interview data) to analyse the ways in which socioeconomic disparities in voting patterns are reproduced through inequalities in education in different national contexts, and the role of self-efficacy in this process. The evidence suggests that in Germany and England students with lower socioeconomic status (SES) have lower levels of general self-efficacy, and that this is reinforced through early experiences of inequalities in the education system, such as within- or between-school selection. Low levels of general self-efficacy are then found to reduce political self-efficacy and voting intentions. In Germany and England, it is these students who enter initial vocational education and training (IVET). The experience of IVET then reinforces the distinctions in civic engagement, probably either through peer socialisation and/or curriculum differences. In Denmark, where SES has a weaker association with track placement, the experience of being placed in IVET plays a stronger role in reducing political self-efficacy and voting intentions. 相似文献
984.
Megan K. Littrell Kelsey Tayne Christine Okochi Erin Leckey Anne U. Gold Susan Lynds 《Environmental Education Research》2020,26(4):594-610
AbstractThe study examined high school students’ perspectives on climate change before and after participation in an informal science education program. During the program, students made a short, place-based film about climate change impacts in their communities. Qualitative and quantitative analysis of student data revealed key themes that illustrate how students characterized climate change before and after developing their films. Following the program, students described climate change as locally-relevant, alarming, and a concern that held increased personal importance to them. They also reported greater confidence in their understanding of the causes and consequences of climate change and indicated a stronger sense of both collective and personal responsibility to take action to address climate change challenges in their communities. The study adds to the existing body of literature that describes how making personally meaningful connections with climate change can inspire a sense of responsibility and agency among students. 相似文献
985.
The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge test, the social studies subtest of the Iowa Test of Basic Skills (ITBS), and student grades. Both the student- and examiner-read measures reflected change in performance; however, only the student-read measure resulted in interindividual differences in growth rates. Significant relations were found between the growth rates generated by the student-read vocabulary measure and student course grades, ITBS scores, and growth on the knowledge test. These results support the validity of a vocabulary-matching measure as an indicator of student learning in the content areas. The results are discussed in terms of the use of CBM as a system for monitoring performance and evaluating interventions for students with learning disabilities in content-area classrooms. 相似文献
986.
987.
Katherine Forestier Bob Adamson Christine Han Paul Morris 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):149-165
AbstractBackground: This paper analyses the role of, and approach to, policy referencing and borrowing in Hong Kong’s recent reforms that culminated in the creation of its New Academic Structure and the Hong Kong Diploma of Secondary Education.Main argument: It argues that Hong Kong has gone further than most jurisdictions not just in responding to global influences on education reform, but in taking explicit steps to internationally benchmark its curriculum and assessment, and in involving the global community at multiple levels in the process of education policy planning and implementation.Sources of evidence and method: The paper is based on the documentary analysis of policy documents in Hong Kong, and 23 interviews with key stakeholders in the policy network, including policy-makers, practitioners and community leaders.Discussion and conclusions: While policy referencing and borrowing in the Hong Kong context can, in part, be traced to a colonial legacy, the Special Administrative Region of China demonstrates a collaborative approach to education reform involving local and international engagement that may be relevant to other systems. Its approach was informed by a measured use of policy referencing that involved ‘horizon scanning’ of other systems’ policies and practices; international benchmarking; and engaging international expertise to facilitate implementation. 相似文献
988.
989.
Karl J. Witt Marvarene Oliver Christine McNichols 《International journal for the advancement of counseling》2016,38(3):218-236
Professional counselors (n = 5) from the United States (2), Australia, the United Kingdom and the Netherlands were interviewed about the provision of counseling services in the multi-user virtual environment (MUVE) Second Life (SL). Using Strauss and Corbin’s (1998) method, qualitative data analysis yielded four themes: (i) encapsulating the immersive experience inherent in virtual worlds, (ii) contributions to successful avatar-based counseling, (iii) the practice of MUVE counseling, and (iv) practitioners’ pioneering spirit. This study contributes to distance counseling knowledge and lays the foundation for future avatar-based counseling research and practice. 相似文献
990.
Christine J. Lyon Leslie Nabors Oláh E. Caroline Wylie 《The Journal of educational research》2019,112(3):301-314
The purpose of this study was to directly observe and investigate the factors that support or hinder the implementation of an integrated approach to formative assessment and to understand how the implementation of formative assessment strategies interact. The authors present findings from a collective case study that included the observation of six teachers (three mathematics and three English language arts) who were purposefully sampled from a large, public, suburban high school in the northeast United States. The analysis of the case studies resulted in the identification of different patterns in teachers’ formative assessment practice. These patterns illustrate how the complex interaction between formative assessment practices can either support or hinder the implementation of an integrated approach to formative assessment and suggests classroom observations as a potential mechanism for identifying challenges and informing just-in-time professional development. 相似文献