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691.
The secondary school version of the Questionnaire on Teacher Interaction (QTI) was adapted for the elementary school level and administered to 1 512 Singaporean students in 39 mathematics classes. The QTI is based on a two-dimensional model of influence (dominance-submission) and proximity (cooperation-opposition). Data supported each scale's internal consistency reliability, ability to predict student achievement, and ability to differentiate between the perceptions of students in different classrooms. 相似文献
692.
Parent and student perceptions of classroom learning environment and its association with student outcomes 总被引:2,自引:2,他引:2
This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating
science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class?
(WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents.
Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between
the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment
than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than
for students. Associations were found between some learning environment dimensions (especially task orientation) and student
outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the
classroom environment, but that students would prefer more investigation while parents would prefer more teacher support.
The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way
for further learning environment studies involving both parents and students. 相似文献
693.
The Effects of Maternal Alcohol Consumption and Cigarette Smoking during Pregnancy on Acoustic Cry Analysis 总被引:2,自引:0,他引:2
J. Kevin Nugent Barry M. Lester Sheila M. Greene Dorith Wieczorek-Deering Paul O'Mahony 《Child development》1996,67(4):1806-1815
During the last trimester of pregnancy, 127 primiparous Irish mothers were interviewed to ascertain their history of alcohol and tobacco use. Confounding effects due to other drugs were not a factor in this sample. Mothers consumed an average of .21 ounces absolute alcohol (AA) per day, with 62% classified as moderate drinkers, 10.6% as heavy drinkers, and 26% as nondrinkers. Neurobehavioral status was measured using acoustic characteristics of the infant's cry, collected on the third day of life. Multiple regression analysis showed that more ounces AA per day was related to more dysphonation and higher first formant, while more cigarette smoking was related to higher pitch, higher second formant, and more variability in the second formant. Analysis of variance comparisons of these 3 alcohol groups demonstrated significant cry effects on infants of heavy drinking mothers. 相似文献
694.
The present study filled some gaps in past learning environment research in that, first, it involved the development of a new instrument tailor-made specifically for use in computer-assisted learning (CAL) classrooms and, second, it provided one of the rare examples of an evaluation of computer-assisted learning based on its impact on the nature of a classroom learning environment as perceived by students. In addition, the research was conducted in the unique milieu of the Singapore school system, and it investigated associations between students' outcomes and the classroom environment in computer-assisted learning settings. 相似文献
695.
Catherine Martin-Dunlop Barry J. Fraser 《International Journal of Science and Mathematics Education》2008,6(1):163-190
This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers’ perceptions
of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students
in a large urban university. Changing students’ ideas about science laboratory teaching and learning and creating more positive
attitudes towards science were accomplished by using a guided open-ended approach to investigations, together with instructors
who used cooperative learning groups to create a supportive environment. Ideas and attitudes prior to the course were assessed
using a questionnaire focusing on the students’ previous science laboratory courses, and these were compared to data collected
at the end of the course. Students reported large and statistically significant improvements on all seven scales assessing
the laboratory learning environment and attitudes towards science. The largest gains were observed for Open-Endedness and
Material Environment (with effect sizes of 6.74 and 3.82 standard deviations, respectively). An investigation of attitude-environment
associations revealed numerous positive and statistically significant associations in both univariate and multivariate analyses.
In particular, the level of Instructor Support was the strongest independent predictor of student attitudes at two levels
of analysis. 相似文献
696.
Jordan Milsom Robert Naughton Andy O’Boyle Zafar Iqbal Ryland Morgans Barry Drust 《Journal of sports sciences》2015,33(17):1799-1806
Professional soccer players from the first team (1st team, n = 27), under twenty-one (U21, n = 21) and under eighteen (U18, n = 35) squads of an English Premier League soccer team were assessed for whole body and regional estimates of body composition using dual-energy X-ray absorptiometry (DXA). Per cent body fat was lower in 1st team (10.0 ± 1.6) compared with both U21 (11.6 ± 2.5, P = 0.02) and U18 (11.4 ± 2.6, P = 0.01) players. However, this difference was not due to variations (P = 0.23) in fat mass between squads (7.8 ± 1.6 v 8.8 ± 2.1 v 8.2 ± 2.4 kg, respectively) but rather the presence of more lean mass in 1st team (66.9 ± 7.1 kg, P < 0.01) and U21 (64.6 ± 6.5 kg, P = 0.02) compared with U18 (60.6 ± 6.3 kg) players. Accordingly, fat mass index was not different (P = 0.138) between squads, whereas lean mass index was greater (P < 0.01) in 1st team players (20.0 ± 1.1 kg · m?2) compared with U18 players (18.8 ± 1.4 kg · m?2). Differences in lean mass were also reflective of higher lean tissue mass in all regions, for example, upper limbs/lower limbs and trunk. Data suggest that training and nutritional interventions for younger players should therefore be targeted to lean mass growth as opposed to body fat loss. 相似文献
697.
Barry J. Fishman 《Instructional Science》2014,42(1):115-121
This commentary examines the rationale behind the use of participatory approaches to the design and development of educational interventions, particularly with respect to the inclusion of students in the process. The perspectives and claims put forth in this special issue are examined against an emerging approach to designing more usable educational interventions called design-based implementation research, or DBIR. 相似文献
698.
Bruce Johnson Barry Down Rosie Le Cornu Judy Peters Anna Sullivan Jane Pearce 《Teachers and Teaching》2014,20(5):530-546
In this paper, we undertake a brief review of the ‘conventional’ research into the problems of early career teachers to create a juxtaposed position from which to launch an alternative approach based on resilience theory. We outline four reasons why a new contextualised, social theory of resilience has the potential to open up the field of research into the professional lives of teachers and to produce new insights into the social, cultural and political dynamics at work within and beyond schools. We then move from these theoretical considerations to explain how we used them in a recent Australian research project that examined the experiences of 60 graduate teachers during their first year of teaching. This work led to the development of a Framework of Conditions Supporting Early Career Teacher Resilience which we outline, promote and advocate as the basis for action to better sustain our graduate teachers in their first few years of teaching. Finally, we reflect on the value of our work so far and outline our practical plans to ‘mobilise’ this knowledge in ways that will make it available to a variety of audiences concerned with the welfare of this group of teachers. 相似文献
699.
This article reports the development, translation, validation and application of a modified Arabic version of a modified form of the What Is Happening In this Class? (WIHIC) questionnaire. When parallel Arabic and English versions of this questionnaire were field tested with a sample of 763 college students in 82 classes, the WIHIC exhibited sound factorial validity and internal consistency reliability for both its actual and preferred forms, and the actual form differentiated between the perceptions of students in different classrooms. Comparison of students’ scores on actual and preferred forms of the questionnaires revealed that students preferred a more positive classroom environment on all scales. 相似文献
700.
Andju Sara Labuhn Barry J. Zimmerman Marcus Hasselhorn 《Metacognition and Learning》2010,5(2):173-194
The purpose of this study was to examine the effects of self-evaluative standards and graphed feedback on calibration accuracy
and performance in mathematics. Specifically, we explored the influence of mastery learning standards as opposed to social
comparison standards as well as of individual feedback as opposed to social comparison feedback. 90 fifth grade students were
randomly assigned to experimental and control groups. We conducted analyses for both the complete sample and an at-risk group
of low performing students who overestimate their skills. Self-evaluative standards had no effect on calibration accuracy
and performance. Students who received feedback were more accurate in their self-evaluative judgements than students who received
neither type of feedback. In overconfident students, feedback additionally increased prediction accuracy and, albeit marginally,
performance. We discuss the educational implications of our findings with respect to the relevance of standards and feedback
for promoting self-regulated learning within regular classroom settings. 相似文献