全文获取类型
收费全文 | 287篇 |
免费 | 6篇 |
专业分类
教育 | 237篇 |
科学研究 | 5篇 |
各国文化 | 4篇 |
体育 | 15篇 |
文化理论 | 1篇 |
信息传播 | 31篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 7篇 |
2019年 | 11篇 |
2018年 | 7篇 |
2017年 | 10篇 |
2016年 | 14篇 |
2015年 | 7篇 |
2014年 | 4篇 |
2013年 | 48篇 |
2012年 | 2篇 |
2010年 | 4篇 |
2009年 | 9篇 |
2008年 | 8篇 |
2007年 | 8篇 |
2006年 | 3篇 |
2005年 | 6篇 |
2004年 | 4篇 |
2003年 | 8篇 |
2002年 | 8篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 4篇 |
1998年 | 6篇 |
1997年 | 6篇 |
1995年 | 6篇 |
1994年 | 10篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 7篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1984年 | 4篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1980年 | 6篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1974年 | 2篇 |
1955年 | 1篇 |
1937年 | 1篇 |
1926年 | 1篇 |
1850年 | 1篇 |
排序方式: 共有293条查询结果,搜索用时 31 毫秒
131.
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
132.
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
133.
134.
Helen Chandler Yeo Susan Rickard Liow Anthea Fraser Gupta 《Asia Pacific Journal of Education》1994,14(2):1-10
Children with specific disorders of language have failed to develop normal means of spoken and written communication. International studies suggest that 5–10% of children enter school with a significant language disorder that puts them at risk educationally and also affects their social and emotional development.
The invisible nature of language disorders makes early detection and remediation difficult. In multilingual settings, such as Singapore, early detection may be particularly difficult, and remediation is complicated by the desirability of maintaining the range of languages used in the home and at school. Two case studies of specific spoken language disorder and two of written language disorder are presented to illustrate means of remediation and the importance of early intervention. 相似文献
135.
Concept maps as reflectors of conceptual understanding 总被引:1,自引:0,他引:1
136.
This introduction provides information about the learning environment strand of the Third International Conference on Science,
Mathematics and Technology Education which was held in January 2003 in East London, South Africa. The theme of the conference
and the titles of key note addresses and selected presented papers are provided together with information about the forthcoming
published Proceedings and the next conference.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
137.
138.
139.
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
140.
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