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491.
Podcasts on Mobile Devices as a Read-Aloud Testing Accommodation in Middle School Science Assessment
Don McMahon Rachel Wright David F. Cihak Tara C. Moore Richard Lamb 《Journal of Science Education and Technology》2016,25(2):263-273
The purpose of this study was to examine the effect of a digitized podcast to deliver read-aloud testing accommodations on mobile devices to students with disabilities and reading difficulties. The total sample for this study included 47 middle school students with reading difficulties. Of the 47 students, 16 were identified as students with disabilities who received special education services. Participants were randomly assigned to three experimental testing conditions, standard administration, teacher-controlled read-aloud in traditional group delivery format, and student-controlled read-aloud delivered as a podcast and accessed on a mobile device, and given sample end-of-year science assessments. Based on a factorial analysis of variances, with test conditions and student status as the fixed factors, both student groups demonstrated statistically significant gains based on their testing conditions. Results support the use of podcast delivery as a viable alternative to the traditional teacher-delivered read-aloud test accommodation. Conclusions are discussed in the context of universal design for learning testing accommodations for future research and practice. 相似文献
492.
Amy?E.?Bieber Paul?MarcheseEmail author Don?Engelberg 《Journal of Science Education and Technology》2005,14(1):135-142
We present a review of an after-school program that has been running at Queensborough Community College of the City University of New York for the past 5 years. The program is unique among after-school activities for high school students in several ways. First, it deliberately focuses on students who do not excel in science and math courses and students who are unsure about a college career. Second, it targets typically underrepresented minorities in the technology fields, namely blacks, Hispanics, and women. Third, it introduces these students to high-tech career options which do not require 4 years of college. The goal of the program is to make the students aware of technician-level careers and to give them a chance to learn the skills needed for such careers in order to help them make an informed decision about their future. 相似文献
493.
The Renewal of Case Studies in Science Education 总被引:2,自引:3,他引:2
494.
Don Zoellner 《Journal of Vocational Education & Training》2016,68(2):214-228
Many advanced market democracies pursue social justice by bundling together a range of programmes represented as active social policy. Northern European exemplars sanction employment as an economic and social citizen’s civic obligation, promote lifelong learning and place welfare payments as a last resort. In the United States, market-based post-school education financed by guaranteed student loans was developed as a policy alternative. Australian politicians have embraced elements of both, resulting in a massive reduction in public delivery of vocational education and training in favour of multimillion dollar, stock exchange-listed private providers. The resultant amalgam of active labour market policy and free market principles positions standard setting as a regulatory mechanism and in support of cross-jurisdictional market operations. This paper explores the interaction between active policy and demands of the market while speaking to wider issues that arise when a government first creates and then intervenes in markets. 相似文献
495.
Although there has been dramatic economic development in parts of Asia approximately one-third of the Asian population live
in poverty. In response to the persistence of poverty a new international development assistance model supported by the Asian
Development Bank, the World Bank and many other international agencies is emerging with a major focus on alleviation of po
paper will examine educational implications of the new model in one of Asia’s poorest countries, Lao Peoples Democratic Republic.
Attention is given to: (1) the changing social, economic and policy contexts within which Lao education functions; (2) the
strategic concepts associated with the model of poverty reduction; (3) two potential scenarios of propoor educational change;
and (4) assessment of the feasibility of each scenario in increasing the equality of educational and social opportunities
for the poor. 相似文献
496.
This paper examines the content of The California Critical Thinking Skills Test (1990). This report is not a statistical review. Instead it brings under scrutiny the content of the exam. This content will be of interest to the general reader, because the issues range from logic to ethics to pedagogy, and to questions of evidential and epistemological support. Anyone interested in clear thought and expression will find these issues of significance. Although the exam has a number of strengths and has the clearest instructions of all the presently available Critical Thinking exams, the content of 9 of the exams 34 questions is defective, namely the content of questions 6, 7, 8, 19, 21, 23, 24, 29, and 33. These questions make errors in critical thinking. Hence, no statistical results pertaining to the administration of these questions to students can be acceptable. The remaining questions are acceptable as to content. But until the problems are corrected, those who may use the exam should remove the defective questions from test administration or from data collection and reporting.The scope of the exam also is quite limited, but this may be unavoidable for any instrument designed to be completed in about an hour. Further, the scores resulting from any such testing can be understood only as a measure of minimal competency (below which remediation likely is needed) for the skills tested, but not as an adequate measure of critical thinking.Disclosure: Three of the authors are engaged in producing and marketing a critical thinking test. Though this paper was written before any of us considered developing such a test, the reader should be informed. Each of the writers has exercised considerable care to avoid any bias, and we thank our independent reviewers for helping us in this regard as well. 相似文献
497.
Like many other higher education systems in the Western world, Dutch higher education underwent profound changes during the last decade. In this article we will present an overview of these changes, and try to formulate an analytical framework that might be suited to analyze this process. In order to set the stage, we will begin with an overview of the Dutch higher education system, in which the broad structure is described, and some trends are presented. Next, an overview is given of the retrenchment and restructuring operations with which Dutch higher education was confronted during the last decade. Drawing, mainly, on public administration and political theory, we then attempt to formulate a framework for analysis. In this we focus on the Dutch higher education system as a policy network, and address the relationships that exist between the various key actors in the network: between government and higher education, among higher education institutions themselves, and among the different actors within the institutions, especially administrators and academics. In doing so, we hope to demonstrate that at all these levels some identical basic processes operate which to a large extent determine the outcomes of governmental policies aimed at changing the higher education system. Time and again the modern state stumbles over the academic system (Clark 1983: 137) 相似文献
498.
The study assesses the influence of accreditation, after two cycles of evaluation on some selected Ghanaian universities. This was done by examining the changes that had occurred in specified indicators, mainly because of the implementation of suggestions for improvement made by the previous cycle’s evaluators. The study employed quantitative research methods in analysing the changes (for better or for worse) that had occurred in the selected indicators from one cycle of assessments to the other and as observed in the reports of the evaluators. The results showed varying degrees of improvements in the selected indicators at the subsequent assessments over the previous ones. 相似文献
499.
This study aims to understand the role of financial aid in college success of two-year beginning nontraditional students. By applying discrete time event history models with propensity score covariate adjustment to a nationally representative sample from BPS: 04/09, this study answers research questions centering around the effects of Pell Grants, subsidized student loans and unsubsidized student loans on six-year college outcomes of nontraditional students (i.e. degree attainment, system departure, and continuous enrollment without a degree). The results of this study suggest that these nontraditional students were most likely to drop out in the third college year and that all three types of financial aid appeared effective for reducing dropout risks, but not for encouraging timely degree completion. These findings have significant implications for policy and practice including the necessity for considering the complexity of nontraditional student pathways, backgrounds and unique needs when designing and implementing financial aid policy. The findings also contribute to discussions on ways to fund nontraditional students and provide recommendations for institutions serving large populations of nontraditional students to promote persistence to graduation. 相似文献
500.
Don Passey 《Education and Information Technologies》2017,22(2):421-443
The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both software such as office applications, and hardware such as robots and sensors). Through uses of these applications, information and communications technologies (ICT) have focused on activities to support subject and topic learning (across wide age and subject ranges). Very recently, discussions for including computers in the curriculum have shifted to a much greater focus on computing and CS, more concerned with uses of and development of programming, together with fundamental principles of problem-solving and creativity. This paper takes a policy analysis approach; it considers evidence of current implementation of CSE in school curricula, the six main arguments for wider-scale introduction of the subject, the implications for researchers, schools, teachers and learners, the state of current discussions in a range of countries, and evidence of outcomes of CSE in compulsory curricula. The paper concludes by raising key questions for the future from a policy analysis perspective. 相似文献