全文获取类型
收费全文 | 454篇 |
免费 | 3篇 |
国内免费 | 2篇 |
专业分类
教育 | 369篇 |
科学研究 | 6篇 |
各国文化 | 3篇 |
体育 | 36篇 |
综合类 | 2篇 |
文化理论 | 4篇 |
信息传播 | 39篇 |
出版年
2023年 | 6篇 |
2021年 | 3篇 |
2020年 | 4篇 |
2019年 | 9篇 |
2018年 | 15篇 |
2017年 | 10篇 |
2016年 | 13篇 |
2015年 | 8篇 |
2014年 | 5篇 |
2013年 | 117篇 |
2012年 | 4篇 |
2011年 | 9篇 |
2010年 | 7篇 |
2009年 | 10篇 |
2008年 | 12篇 |
2007年 | 10篇 |
2006年 | 5篇 |
2005年 | 9篇 |
2004年 | 4篇 |
2003年 | 12篇 |
2002年 | 10篇 |
2001年 | 5篇 |
2000年 | 14篇 |
1999年 | 3篇 |
1998年 | 8篇 |
1997年 | 6篇 |
1995年 | 8篇 |
1994年 | 9篇 |
1993年 | 5篇 |
1992年 | 12篇 |
1991年 | 5篇 |
1990年 | 9篇 |
1989年 | 3篇 |
1987年 | 10篇 |
1986年 | 5篇 |
1985年 | 4篇 |
1983年 | 6篇 |
1982年 | 6篇 |
1981年 | 7篇 |
1980年 | 5篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1976年 | 3篇 |
1972年 | 2篇 |
1970年 | 2篇 |
1969年 | 2篇 |
1967年 | 2篇 |
1966年 | 4篇 |
1962年 | 2篇 |
1960年 | 2篇 |
排序方式: 共有459条查询结果,搜索用时 15 毫秒
41.
Matthew J. Basham Dale F. Campbell Pilar Mendoza 《Community College Journal of Research & Practice》2013,37(11):857-870
Three focus groups consisting of board of trustee members, community college presidents, senior administrators, administrators, and faculty members developed critical issues facing community colleges with respect to instructional planning and services; planning, governance, and finance; and workforce development. Thereafter, the delegation of more than 200 voted on various aspects of the most critical issue divulged in the 2008 Community College Futures Assembly: general education assessment is coming. The findings, including opportunities and challenges, potential implications for community college administrators, and future research topics are also discussed, mostly in the context of workforce development opportunities. 相似文献
42.
Dale N. Glaser 《Structural equation modeling》2013,20(2):205-209
LISREL Issues, Debates, and Strategies. Leslie A. Hayduk. Baltimore, MD: The Johns Hopkins University Press, 1996, 256 pages (cloth), $39.95. 相似文献
43.
44.
Dale Lynn Cusumano Kathleen Armstrong Rachel Cohen Melissa Todd 《Journal of Early Childhood Teacher Education》2013,34(4):363-377
Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children’s rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added. 相似文献
45.
Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations 总被引:1,自引:1,他引:0
Dale H. Schunk 《Educational Psychology Review》2008,20(4):463-467
Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this
special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear
definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect processes, linking processes
with academic outcomes, conducting more educational developmental research, and tying processes firmly with instructional
methods. Collectively, these recommendations will enhance our understanding of metacognition, self-regulation, and self-regulated
learning and will lead to solid implications for educational policy and practice. 相似文献
46.
Data‐Driven Improvement in Prekindergarten Classrooms: Report From a Partnership in an Urban District 下载免费PDF全文
Dale C. Farran Deanna Meador Caroline Christopher Kimberly T. Nesbitt Laura E. Bilbrey 《Child development》2017,88(5):1466-1479
In 2014–2015 and 2015–2016, a metropolitan school system in the southern United States embarked on a unique mission to improve the quality of its public prekindergarten programs through a partnership with a group of developmental researchers in an iterative, data‐based venture. Data on 407 children in Year 1 and 433 in Year 2 (who were enrolled in 26 classrooms and extensively observed) are presented from the first 2 years of the ongoing partnership. All children were 4 years of age. Variability in classroom practices, measured empirically, and variability in child outcomes provided the means to examine the relations between children's gains in academic and social‐emotional areas and major areas of classroom practices. Lessons learned, the eight identified significant practices, implications, and next steps in the partnership are addressed. 相似文献
47.
Dennis D. Hengstler Dale C. Brandenburg Larry A. Braskamp H. Richard Smock 《Research in higher education》1981,14(3):259-275
This study examined the usefulness of faculty ratings as a measure of departmental quality. Two hundred and thirty-three faculty members from six departments responded to two questionnaires relating to the department—the Department Evaluation Survey (DES)—and to the department head—the Administrator Evaluation Survey (AES). A factor analysis of the DES revealed three underlying dimensions: Satisfaction with the Department's Academic Environment, Satisfaction with the Department's Governance and Operating Procedures, and Satisfaction with Student Quality. The factor analysis of the AES identified only one underlying dimension. Both the DES and AES were found to be highly reliable and effective in discriminating among departments. Very high positive correlations were also found between selacted DES and AES items suggesting that the performance of the head plays a very important role in faculty perceptions of the departments, and vice versa. Faculty ratings would appear to be a useful initial criterion in evaluating a department or head. 相似文献
48.
The purpose of this study was to try to determine what influences girls to choose science. Forty girls were interviewed in Grades 2, 5, 8, 11 using a semistructured protocol. The interview focused on feelings about science, science careers, peer and parental support, and how science is taught. To determine whether their responses were based on gender, each girl was asked to respond to questions as if she were a boy. The girls were highly self-confident and positive about science. All of the girls took a strong equity position and asserted that women can and should do science. The girls liked learning science in an interactive social context rather than participating in activities that isolated them such as independent reading, writing, or note taking. Those who chose science careers were drawn to them because of strong affective experiences with a loved one and a desire to help. The interviews were analyzed through the framework of women's affective and psychological needs. 相似文献
49.
Robert A. Reiser Marcy P. Driscoll Dale S. Farland Adriana Vergara Martin C. Tessmer 《Educational technology research and development : ETR & D》1986,34(1):31-38
The purpose of this study was to determine the effects of various mastery criteria on student performance and attitude in
a course in which mastery learning strategies were employed.
Undergraduates in an introductory course in educational psychology were randomly assigned to one of three treatments—one in
which mastery criteria gradually increased from 70% to 90%, a second in which mastery criteria gradually decreased from 90%
to 70%, or a third in which mastery criteria remained constant at 80%. Results indicated that although the high mastery criterion
(90%) had a positive effect on some aspects of quiz performance, it did not have an effect on final examination performance.
Results also indicated that students preferred that mastery criteria remain constant during a semester. These findings, when
examined in light of previous research, call into question some prior notions regarding the levels at which mastery criteria
should be set. 相似文献
50.
Although textbooks on educational research give only scant attention to survey research methodology, its extensive use in education provides a strong rationale for improving the preparation of educational researchers in effectively applying survey methods. This study reviews methods for dealing with nonresponse bias, the primary problem presented by survey methods. It also provides an updated review of the literature of studies investigating the effectiveness of incentives to increase survey response rates. We hypothesized that a reanalysis of reviewed studies, using a linear trend test, would resolve the inconsistencies found regarding the effectiveness of incentives to increase response rates. The results of the reanalysis and guidelines for educational researchers in systematically selecting and applying incentives to increase response rates are discussed. 相似文献