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This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics instructional technology course for one semester. Strategies applied in designing the course were: aligning theory and practice, collaborative design, learning technology by design, modelling how to use technology and scaffolding authentic technology experiences. The pre-service teachers’ technology integration competencies were assessed through analysis of lesson plans and lesson observations, their self-reported technological pedagogical content knowledge and attitudes towards technology. Findings show that pre-service teachers’ technology integration competencies improved after participation in the course. All strategies were considered important, but in particular, scaffolding authentic technology experiences including feedback from teaching try-outs made significant contributions to the pre-service teachers’ developed technology integration competencies. The study provides guidelines that can serve as a benchmark for implementing strategies in the design of a subject-specific teacher education programme in preparing pre-service teachers to integrate technology in teaching. 相似文献
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Douglas A. Golick Tiffany M. Heng-Moss Allen L. Steckelberg David. W. Brooks Leon G. Higley David Fowler 《Journal of Science Education and Technology》2013,22(4):509-521
The purpose of the study was to determine whether undergraduate students receiving web-based instruction based on traditional, key character, or classification instruction differed in their performance of insect identification tasks. All groups showed a significant improvement in insect identifications on pre- and post-two-dimensional picture specimen quizzes. The study also determined student performance on insect identification tasks was not as good as for family-level identification as compared to broader insect orders and arthropod classification identification tasks. Finally, students erred significantly more by misidentification than misspelling specimen names on prepared specimen quizzes. Results of this study support that short web-based insect identification exercises can improve insect identification performance. Also included is a discussion of how these results can be used in teaching and future research on biological identification. 相似文献
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Stephen E. Craig E. Douglas Norton 《Community College Journal of Research & Practice》2013,37(6):495-504
Community college counselors need to assess depressive symptoms in students and to differentiate depressive symptoms from anxiety symptoms to help them implement crisis intervention strategies. Two instruments available to the community college counselor are the Beck Depression Inventory-II (BDI-II) and the Inventory to Diagnose Depression (IDD). This article, which is based on the published literature, reports on and discusses the construct and discriminant validities of the BDI-II and IDD so that community college counselors may use them with knowledge of the strengths and weaknesses of each instrument. Although results should be interpreted with caution, both instruments are useful in measuring the presence or absence of depressive symptoms. 相似文献
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The Schmid‐Leiman decomposition of a hierarchical factor model converts the model to a constrained case of a bifactor model with orthogonal common factors that is equivalent to the hierarchical model. This article discusses the equivalence and near‐equivalence of the hierarchical and bifactor models and the implications of the difficulty of distinguishing between these models because of low power in samples commonly found in academic research. 相似文献
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Douglas Fisher 《Journal of Education for Students Placed at Risk》2013,18(3):337-351
In an effort to improve student achievement at an urban high school, teachers and administrators developed a 5-part, schoolwide vocabulary plan. Over 4 years, teachers provided students with increased opportunities to read, read to their students, developed content-specific vocabulary instruction, taught students academic words, and focused on 5 words each week with a common prefix, suffix, or root. Over the 4 years, student achievement in vocabulary and reading comprehension improved in significant ways, both on reading assessments and state achievement tests. 相似文献
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Previous research has established that student learning is influenced by how accurately teachers perceive student academic ability. But studies rarely investigate the degree to which inaccuracies in teacher perceptions exacerbate demographic inequality in academic ability. Using a sample of almost 14,000 children from the Early Childhood Longitudinal Study, Kindergarten Cohort, we found that children whose literacy skills are overestimated by their teachers typically gain more literacy skills during kindergarten. Conversely, children whose skills are underestimated learn less. It is important to note that the skills of socioeconomically disadvantaged children are on average underestimated. As a result, inequalities in kindergarten literacy development stem in part from the links between teacher misperceptions and student background. We also explored the extent to which these relationships operate through practices associated with ability grouping. We found instructional grouping to be a weak facilitator of the link between teacher perceptions and student learning, suggesting the need for further research that identifies the social and structural classroom characteristics that link teacher perceptual accuracy to student learning. 相似文献
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Research Findings: As policymakers expand access to preschool, the sociodemographic composition of preschool classrooms will become increasingly important. These efforts may create programs that increase the concentration of children from low-income families or, alternatively, foster the creation of socioeconomically diverse preschool classrooms. What effect the creation of such contexts would have on very young children remains unclear. Using multilevel methods and data on 2,966 children in 704 prekindergarten classrooms, this study explores the relationship between socioeconomic classroom composition and children's social and cognitive development. The results indicate positive associations between the mean socioeconomic status (SES) of the class and children's receptive language, expressive language, and mathematics learning, regardless of children's own sociodemographic backgrounds and the characteristics of their classrooms. However, the analyses indicate no association between the development of social competence and class mean SES. Practice or Policy: The links between classroom SES and language and mathematics development were comparable in size to those associated with instructional quality and even children's own SES. Neither structural nor instructional characteristics of prekindergarten classrooms explained these relationships, suggesting the possibility of direct peer effects. The findings indicate that the composition of children's classrooms should be considered an important aspect of preschool quality. 相似文献