全文获取类型
| 收费全文 | 1241篇 |
| 免费 | 6篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 829篇 |
| 科学研究 | 149篇 |
| 各国文化 | 22篇 |
| 体育 | 84篇 |
| 综合类 | 1篇 |
| 文化理论 | 33篇 |
| 信息传播 | 130篇 |
出版年
| 2020年 | 8篇 |
| 2019年 | 24篇 |
| 2018年 | 32篇 |
| 2017年 | 26篇 |
| 2016年 | 17篇 |
| 2015年 | 16篇 |
| 2014年 | 15篇 |
| 2013年 | 337篇 |
| 2012年 | 15篇 |
| 2011年 | 31篇 |
| 2010年 | 16篇 |
| 2009年 | 24篇 |
| 2008年 | 27篇 |
| 2007年 | 26篇 |
| 2006年 | 15篇 |
| 2005年 | 15篇 |
| 2004年 | 23篇 |
| 2003年 | 13篇 |
| 2002年 | 15篇 |
| 2001年 | 16篇 |
| 2000年 | 12篇 |
| 1999年 | 15篇 |
| 1998年 | 11篇 |
| 1997年 | 11篇 |
| 1996年 | 14篇 |
| 1995年 | 17篇 |
| 1994年 | 17篇 |
| 1993年 | 21篇 |
| 1992年 | 18篇 |
| 1991年 | 13篇 |
| 1990年 | 14篇 |
| 1989年 | 8篇 |
| 1988年 | 10篇 |
| 1987年 | 16篇 |
| 1986年 | 18篇 |
| 1985年 | 13篇 |
| 1984年 | 12篇 |
| 1983年 | 10篇 |
| 1982年 | 12篇 |
| 1981年 | 11篇 |
| 1980年 | 14篇 |
| 1979年 | 16篇 |
| 1978年 | 14篇 |
| 1977年 | 17篇 |
| 1976年 | 16篇 |
| 1975年 | 10篇 |
| 1974年 | 15篇 |
| 1973年 | 11篇 |
| 1966年 | 9篇 |
| 1920年 | 9篇 |
排序方式： 共有1248条查询结果，搜索用时 0 毫秒
991.
Rebecca L. Matz Edward D. Rothman Joseph S. Krajcik Mark M. Banaszak Holl 《科学教学研究杂志》2012,49(5):659-682
Laboratories have been a cornerstone in teaching and learning across multiple scientific disciplines for more than 100 years. At the collegiate level, science laboratories and their corresponding lectures are often offered as separate courses, and students may not be required to concurrently enroll in both. In this study, we provide evidence that enrolling in an introductory laboratory concurrently with the corresponding lecture course enhances learning gains and retention in comparison to students who enroll in the lecture alone. We examined the impact of concurrent versus nonconcurrent enrollment on 9,438 students' withdrawal rates from and final grades in the general chemistry lecture at the University of Michigan at Ann Arbor using multiple linear and binary logistic regression analyses, respectively, at a significance level of 0.05. We found that concurrent enrollment in the lecture and laboratory positively impacts (1) the odds of retention in the lecture by 2.2 times on average and (2) final lecture grades by up to 0.19 grade points on a 4.0 scale for the lowest‐scoring students according to university‐level mathematics and chemistry placement exam scores. These data provide important results for consideration by curriculum advisors and course planners at universities that do not require concurrent enrollment in general chemistry as well as other science courses. In the face of current budget cuts that threaten to shorten or eliminate laboratory experiences altogether at multiple educational levels, this study demonstrates the value of laboratories in promoting science learning and retention. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 659–682, 2012 相似文献
992.
Contemporary educational accountability systems, including state‐level systems prescribed under No Child Left Behind as well as those envisioned under the “Race to the Top” comprehensive assessment competition, rely on school‐level summaries of student test scores. The precision of these score summaries is almost always evaluated using models that ignore the classroom‐level clustering of students within schools. This paper reports balanced and unbalanced generalizability analyses investigating the consequences of ignoring variation at the level of classrooms within schools when analyzing the reliability of such school‐level accountability measures. Results show that the reliability of school means cannot be determined accurately when classroom‐level effects are ignored. Failure to take between‐classroom variance into account biases generalizability (G) coefficient estimates downward and standard errors (SEs) upward if classroom‐level effects are regarded as fixed, and biases G‐coefficient estimates upward and SEs downward if they are regarded as random. These biases become more severe as the difference between the school‐level intraclass correlation (ICC) and the class‐level ICC increases. School‐accountability systems should be designed so that classroom (or teacher) level variation can be taken into consideration when quantifying the precision of school rankings, and statistical models for school mean score reliability should incorporate this information. 相似文献
993.
994.
Edward J. Saunders 《Educational gerontology》2013,39(7):573-585
Two prominent trends are simultaneously occurring in our society today: the aging of our population and an increased reliance on computers. Through a federal grant, Iowa Legal Aid provides computers in 85 rural senior citizen centers across Iowa to foster increased knowledge about program services for the elderly and to enhance their social connectedness with others through e-mail. To understand the attitudes of rural elderly toward computers, focus groups were held with two groups in the community senior centers. The results identified strategies that are necessary if seniors are to maximize the use of computers available to them. This article has three purposes: (1) to review the literature regarding computer usage among the elderly; (2) to describe the findings of focus groups held with elderly; and (3) to identify strategies to enhance computer use in senior citizen centers and maximize the connectivity of elders in their communities. 相似文献
995.
Two studies applied self-determination theory (SDT) to investigate the motivation for learning of rural Chinese children. The aim was to test whether findings from studies in western individualist cultures would hold up within a very different, eastern collectivist setting. In the first study, when students' autonomous and controlled motivation for a course were entered simultaneously in a regression analysis, autonomous motivation uniquely positively predicted students' perceptions of interest, competence, and choice in the course, whereas controlled motivation uniquely negatively predicted perceptions of interest and choice. In the second study students' perceptions of instructors' autonomy support during the course predicted changes in autonomous motivation, controlled motivation, and perceived competence. These results were discussed in terms of SDT and culture. 相似文献
996.
Chinese history (a subject entirely separate and distinct from ‘history’) has long been the most politically sensitive subject in Hong Kong's school curriculum. Previous studies have analysed the policies of the colonial and postcolonial Governments towards this subject. Here, we examine the role played by the Chinese history subject community (comprising teachers, academics and officials in the Government's educational bureaucracy), and look at the way in which this has operated as an autonomous interest group. We conclude that the influence of this subject community has been a key factor limiting the extent to which the local educational authorities have been able to develop a coherent policy in relation to history education in general, and the teaching of national history in particular. Specifically, advocates of the maintenance of Chinese history as a separate subject within the school curriculum have been able, by associating themselves with the post‐1997 agenda of ‘patriotic education’, to effectively hoist the local educational bureaucracy with its own petard. 相似文献
997.
Dennis E. Hinkle Edward C. Polhamus Jr. 《Community College Journal of Research & Practice》2013,37(4):357-366
The purpose of the study was to compare classical multiple regression with Bayesian m‐group regression, complete with cross‐validation of both methods. The context of the study was to predict first‐quarter grade point average in various curricula in a comprehensive community college for those students who had completed developmental studies programs. The major findings were: (1) informal counselor prediction was the largest contributor to the final regression models, and (2) no difference was found between classical multiple regression and Bayesian m‐group regression. 相似文献
998.
Edward Volchok 《Community College Journal of Research & Practice》2013,37(12):904-920
ABSTRACTMany scholars argue that female students are more motivated than their male counterparts. This study examines evidence from 435 students, 237 males and 198 females, in 19 partially online Introduction to Marketing and Marketing Research classes taught by this researcher at an urban community college. The study spans 10 semesters from fall 2012 to spring 2017. In this retrospective study, female students outperformed male students on the following measures: (a) Students’ final course grades adjusted to remove extra credit grades, (b) Students pre-semester cumulative Grade Point Averages adjusted to remove extra credit grades, and (c) Scores on three early semester extra credit assignments assigned to all students. The data suggest that female students are more likely to be self-regulated learners – more disposed to adopt a proactive disposition to their studies – than male students. But, this study does not include psychometric data. Consequently, the proposition that female students are more self-regulated learners than male students is only a hypothesis that emerges from this analysis. Given that the data are not normally distributed, the analysis was conducted using nonparametric test: Chi-Square and Kruskal–Wallis H. 相似文献
999.
Edward D. Laughbaum 《Community College Journal of Research & Practice》2013,37(5-6):383-390
Teaching in context can be defined as teaching a mathematical idea or process by using a problem, situation, or data to enhance the teaching and learning process. The same problem or situation may be used many times, at different mathematical levels to teach different objectives. A common misconception exists that assigning/teaching applications is teaching in context. While both use problems, the difference is in timing, in purpose, and in student outcome. In this article, one problem situation is explored thoroughly at different levels of understanding and other ideas are suggested for classroom explorations. 相似文献
1000.
Keith J. Topping Maura Kearney Edward McGee John Pugh 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):353-370
A pilot study is reported of a generic method for tutoring in mathematics, intended to be suitable for use by peers, parents and volunteers in a wide range of applications. Thirty children aged 9–10 years of below average mathematical ability were randomly allocated to experimental or control conditions. Experimental tutees (n=17) were tutored in mathematical problem solving at home by their parent(s) using the method, while control children (n=13) received traditional maths problem homework. Pre‐ and post‐test assessment of both groups involved a criterion‐referenced mathematics test in parallel forms and a scale of attitudes to mathematics. Experimental tutors completed a pre‐test questionnaire on attitudes to mathematics and home‐school links, and experimental tutees and tutors engaged in a post‐test debriefing interview. On the attainment test, the experimental group gained significantly, while the control group did not. Male tutees gained more than females. No significant pre‐post differences were evident on the tutee attitude questionnaire. However, interview feedback from both tutees and tutors was generally positive. Given the brevity of the pre‐ to post‐test interval, the finding of positive differences in attainment was considered encouraging. Recommendations for future research were made. 相似文献