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121.
Conclusion This paper attempts to stimulate and facilitate future research and practical applications involving the psychosocial environment
of science laboratory classrooms by describing the development of a new instrument, the Science Laboratory Environment Inventory
(SLEI), which assesses eight dimensions of the actual and preferred environment of science laboratory classes at the upper
secondary school and higher education levels. Comprehensive validation information reported here in tentatively attests to
the internal consistency reliability and discriminant validity of the actual and preferred forms of the SLEI for use in Australian
or American classrooms. As well, further analyses supported the ability of the actual form of the SLEI to differentiate between
the perceptions of students in different classrooms. It is hoped that science teachers and other researchers will make use
of the SLEI to pursue several research and practical applications analogous to those completed successfully in prior work
in non-laboratory classrooms. 相似文献
122.
This article describes the first use of the Questionnaire on Teacher Interaction in senior biology classes and describes students'
perceptions of their interpersonal relationships with their teachers in the classroom environment. The article also describes
associations between students' perceptions of interpersonal relationships with their teachers and student outcomes. The study
confirmed the reliability and validity of the QTI when used in senior secondary biology classes. Generally, the dimensions
of the QTI were found to be significantly associated with student attitude scores. In particular, students' attitude scores
were higher in classrooms in which students perceived greater leadership, helpful/friendly, and understanding behaviours in
their teachers. 相似文献
123.
Jill?M.?AldridgeEmail author Kate?G.?Ala’i Barry?J.?Fraser 《Learning Environments Research》2016,19(1):1-15
This article reports research into associations between students’ perceptions of the school climate and self-reports of ethnic and moral identity in high schools in Western Australia. An instrument was developed to assess students’ perceptions of their school climate (as a means of monitoring and guiding schools as they are challenged to become more inclusive and grapple with increasingly diverse populations) and administered to 4067 students, 63 % of whom were aged between 12 and 17 years, in eight schools. The same students also responded to a survey developed to assess ethnic and moral identity. Analysis of the data indicated strong, positive associations between the school climate and students’ ethnic and moral identity. The results suggest that, for schools wishing to promote students’ ethnic and moral identity, it would be beneficial to consider important elements of the school climate identified in the new survey. 相似文献
124.
This study made use of data collected during 1981—1982 from a random sample of 1960 nine-year-old students from 124 elementary schools involved in a national assessment of educational progress in science sponsored by the National Science Foundation. This data base was used in secondary analyses which probed the validity of a model of educational productivity involving a set of nine aptitudinal, instructional, and environmental variables which require optimization to increase student learning. When controlled for other factors, ability, motivation, class environment, home environment, amount of television viewing (negative direction), gender, and race were all found to be significantly related to achievement. For an attitude outcome, the factors linked with attitudinal attainment were ability, motivation, class environment, and race. Overall the findings supported the model of educational productivity and suggested that elementary science students' achievement and attitude are influenced jointly by a number of factors rather than one or two dominant ones. Also the study attests to the potential value of science education researchers performing secondary analyses on the high-quality random data bases generated as part of this national assessment. 相似文献
125.
126.
Concept maps as reflectors of conceptual understanding 总被引:1,自引:0,他引:1
127.
128.
129.
Dr. Campbell J. McRobbie Dr. Barry J. Fraser Dr. Geoffrey J. Giddings 《Research in Science Education》1991,21(1):244-252
Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of
individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory
Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class
and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal
outcomes.
Specializations: Science education, Preservice science teacher education.
Specializations: Learning environments, science education, educational evaluation, curriculum.
Specializations: Curriculum, science education, science laboratory teaching. 相似文献
130.
The purpose of this study, in part, was to confirm the factor structure of the School-Level Environment Questionnaire, which assesses six school climate factors that can be considered important for improving schools. The study also tested a research model of the relationships between the school climate, teachers’ self-efficacy and job satisfaction. The participants included 781 Western Australian high-school teachers in 29 schools. When the data were analysed by means of structural equation modelling, teacher self-efficacy and teacher job satisfaction were both related to school climate dimensions and there was also a relationship between teacher self-efficacy and job satisfaction. These results provide practical information for improving school climate and suggest that it is worthwhile for school principals to consider factors within the school climate and how they might be enhanced. 相似文献