全文获取类型
收费全文 | 899篇 |
免费 | 21篇 |
国内免费 | 1篇 |
专业分类
教育 | 756篇 |
科学研究 | 13篇 |
各国文化 | 7篇 |
体育 | 41篇 |
文化理论 | 6篇 |
信息传播 | 98篇 |
出版年
2022年 | 8篇 |
2021年 | 9篇 |
2020年 | 13篇 |
2019年 | 20篇 |
2018年 | 21篇 |
2017年 | 28篇 |
2016年 | 38篇 |
2015年 | 16篇 |
2014年 | 30篇 |
2013年 | 225篇 |
2012年 | 30篇 |
2011年 | 24篇 |
2010年 | 28篇 |
2009年 | 33篇 |
2008年 | 30篇 |
2007年 | 24篇 |
2006年 | 21篇 |
2005年 | 20篇 |
2004年 | 15篇 |
2003年 | 21篇 |
2002年 | 26篇 |
2001年 | 17篇 |
2000年 | 13篇 |
1999年 | 14篇 |
1998年 | 8篇 |
1997年 | 9篇 |
1996年 | 14篇 |
1995年 | 12篇 |
1994年 | 11篇 |
1993年 | 13篇 |
1992年 | 11篇 |
1991年 | 15篇 |
1990年 | 8篇 |
1989年 | 7篇 |
1988年 | 7篇 |
1987年 | 3篇 |
1986年 | 7篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1983年 | 8篇 |
1982年 | 2篇 |
1981年 | 6篇 |
1980年 | 5篇 |
1979年 | 8篇 |
1978年 | 2篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 5篇 |
1974年 | 5篇 |
1973年 | 2篇 |
排序方式: 共有921条查询结果,搜索用时 0 毫秒
31.
32.
33.
Teacher turnover in urban schools is occurring at a breakneck pace; thus, it is important for us to understand the characteristics of teachers who stay and succeed in these settings. In order to address this need, this study examines the preparation and induction experiences of teachers who completed a Transition to Teaching – a funded urban apprenticeship program. Three research questions guided the study: (1) How do participants describe the characteristics that influence their five-year retention? (2) How do participants describe their success as teachers? and (3) How do participants describe the professional support they received in their preparation program and during the subsequent four years after completing the program? Quantitative and qualitative data via interviews, focus group, and an examination of teachers’ district performance scores were utilized, as a means of understanding teachers’ staying and impact power. Staying power refers to the ability to endure or last within challenging contexts by possessing strength enough to persevere. Impact power refers to their ability to influence student learning. Four assertions describe the factors influencing developing teachers who stay and have impact as they teach in challenging urban schools, suggesting that these teachers possess a strong work ethic, seek specific resources to improve pedagogy, have the knowledge and skills necessary to differentiate instruction, and seek teacher leadership opportunities in their schools. This study suggests several implications for teacher educators, educational leaders, administrators, and researchers working with new teachers in urban schools or with populations that are predominantly children of color. 相似文献
34.
David A. Walker Portia M. Downey Diane Kuehl 《Community College Journal of Research & Practice》2013,37(12):959-969
Using a teacher recruitment and preparation model, a unique partnership between PK–12 schools, a community college, and a university is examined. The focus is on the training and credentialing of future educators, particularly from underrepresented backgrounds, in an efficient and quality manner to assist in meeting the current PK–12 teacher shortage. Data indicate that the partnership is progressing towards, or has met, its targets in addressing said shortage. 相似文献
35.
Demands for educational accountability are being called for at all levels: preschool through graduate school. Standardized tests are being widely utilized, but this measurement is not appropriate for young children. Portfolio assessment is a more promising approach to measure children's growth, development, and achievement. This paper outlines criteria that portfolios must have in order to be effective assessment tools. Methods of gathering information and tips for portfolio development are shared and several examples of children's work samples are included 相似文献
36.
Marc H. Bornstein Chun‐Shin Hahn Diane L. Putnick Joan T. D. Suwalsky 《Child development》2014,85(4):1346-1356
This four‐wave prospective longitudinal study evaluated stability of language in 324 children from early childhood to adolescence. Structural equation modeling supported loadings of multiple age‐appropriate multisource measures of child language on single‐factor core language skills at 20 months and 4, 10, and 14 years. Large stability coefficients (standardized indirect effect = .46) were obtained between language latent variables from early childhood to adolescence even when accounting for child nonverbal intelligence and social competence and maternal verbal intelligence, education, speech, and social desirability. Stability coefficients were similar for girls and boys. Stability of core language skill was stronger from 4 to 10 to 14 years than from 20 months to 4 years, so early intervention to improve lagging language is recommended. 相似文献
37.
James H. McMillan Gary T. Henry Diane Crosby Kent C. Dickey 《Educational Measurement》1995,14(1):15-21
Why is there an increased need for quantitative indicators of student socioeconomic status at the school level? What alternative approaches have been used to measure SES? Can principals accurately estimate the SES distribution of their student populations? How do their estimates correlate with other indexes o f family SES? 相似文献
38.
In May 2002, the Denison Memorial Library at the University of Colorado Health Sciences Center and the J. Otto Lottes Health Sciences Library at the University of Missouri-Columbia, with funding from the National Network of Libraries of Medicine-Midcontinental Region, embarked on a collaborative, real-time reference project using the 24/7 Reference, Inc., software package. This paper describes how the project was conceived, and includes details on the service hours, staffing, training, marketing, lessons learned, and future plans for the service. 相似文献
39.
Claudia E. Vergara Mark Urban-Lurain Henry Campa III Kendra S. Cheruvelil Diane Ebert-May Cori Fata-Hartley Kevin Johnston 《Innovative Higher Education》2014,39(2):93-107
Doctoral granting institutions prepare future faculty members for academic positions at institutions of higher education across the nation. Growing concerns about whether these institutions are adequately preparing students to meet the demands of a changing academic environment have prompted several reform efforts. We describe a professional development model designed to prepare the future faculty to integrate the multiple components of academic careers. The program emphasizes the study and application of effective teaching practices centered on student learning and assessment and expectations for faculty careers. We describe the impact of the program on its participants. 相似文献
40.
Viewing a hostile media bias against one’s group (e.g., political party) is a perceptual effect of media use. When it comes to the portrayal of political parties in the United States, prior research suggests that both Democrats and Republicans see mainstream media coverage as favoring the other side, regardless of the orientation of the political news coverage. Although prior research has not identified all factors that make this perceptual bias more likely, or at explaining how or why this perceptual effect occurs, we do know that it is related to one’s group identity. In this study, we examined salient predictors of hostile media bias during the 2012 presidential campaign. Individual (i.e., political cynicism) and group identity related (i.e., group status, intergroup bias, political ideology) differences of media users predicted such perceptions. But, the medium selected for political information about the campaign also mattered. The use of two media in particular—TV and social networking sites—appear to have blunted hostile media bias perceptions, whereas the use of two other media—radio and video sharing sites—appear to have accentuated perceptions that the media were biased against one’s party 相似文献