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981.
Susan Dickerson Mayes Frederick J. Humphrey II Alison Moll John F. Mitchell Susan L. Calhoun 《International Journal of Disability, Development & Education》1996,43(3):247-253
Staff at a residential facility for children with mental retardation rated their most‐preferred and least‐preferred children on a list of child characteristics. Staff‐perceived characteristics that differed significantly between the most‐ and least‐preferred children were subjective traits involving physical attributes, mood, behaviour, and social qualities. The remaining characteristics comprised objective developmental traits that did not differentiate the two groups. Small children were more likely to be rated most‐preferred, and large children least‐preferred. Staff tended to discount positive traits in their least‐preferred children and tolerate negative attributes in their most‐preferred children. Some children were rated as both most‐ and least‐preferred by different caregivers. These findings add to the understanding of staff perceptions and attitudes and have implications for intervention. 相似文献
982.
Some Characteristics of East Asian Mathematics Classrooms Based on Data from the Timss 1999 Video Study 总被引:1,自引:0,他引:1
In this paper, characteristics of mathematics classrooms in the East Asian countries1 of Hong Kong and Japan are discussed based on an analysis of the data of the TIMSS 1999 Video Study. The data shows that
although students in these East Asian countries did not talk a lot in the classroom, they were exposed to more instructional
content. The mathematics problems they worked on were set up mainly using mathematical language, and compared with the problems
solved by students in other countries, the problems took a longer duration to solve and more proof was involved. According
to the judgement of an expert panel on the Hong Kong lessons (Japan did not participate in this part of the study), more advanced
contents were covered and the lessons were more coherent. The mathematics presentations were more developed, and the students
were more likely to be engaged in the lessons. In sum, the overall quality of the teaching in this East Asian country was
judged to be high. The findings show that high quality teaching and learning can take place even in a teacher directed classroom.
It is argued that these East Asian classroom practices are deeply rooted in the underlying cultural values of the classroom
and the wider society. The paper ends by drawing some implications of the study for the mathematics education community in
other cultures. 相似文献
983.
Liz Bergeron Melissa Gordon 《International Journal of Science and Mathematics Education》2017,15(3):433-450
The purpose of this study was to understand enrollment and performance differences between male and females in higher level secondary STEM courses. This study analyzes performance and enrollment of 355,688 secondary students in higher level STEM courses. This research also enabled an exploration of country level differences. The enrollment research questions are evaluated using chi-square tests, frequency tables, and histograms. Performance research questions are analyzed with hierarchical linear regression and ANOVA with post hocs and Cohen’s d effect size measures. Results suggest that females enroll much less frequently in higher level secondary STEM courses. Females and males perform equally well. 相似文献
984.
Gordon Joughin Phillip Dawson David Boud 《Assessment & Evaluation in Higher Education》2017,42(8):1221-1232
Despite widespread recognition of the need to improve assessment in higher education, assessment tasks in individual courses are too often dominated by conventional methods. While changing assessment depends on many factors, improvements to assessment ultimately depend on the decisions and actions of individual educators. This paper considers research within the ‘heuristics and biases’ tradition in the field of decision-making and judgement which has identified unconscious factors with the potential to limit capacity for such change. The paper focuses on issues that may compromise the process of improving assessment by supporting a reluctance to change existing tasks, by limiting the time allocated to develop alternative assessment tasks, by underestimating the degree of change needed or by an unwarranted overconfidence in assessment design decisions. The paper proposes countering these unconscious limitations to change by requiring justification for changing, or not changing, assessment tasks, and by informal and formal peer review of assessment task design. Finally, an agenda for research on heuristics and biases in assessment design is suggested in order to establish their presence and help counter their influence. 相似文献
985.
Kathy Eagar Janette Green Robert Gordon Alan Owen Malcolm Masso Kathryn Williams 《International Journal of Disability, Development & Education》2006,53(3):331-349
This study reports on an assessment system for school‐leavers with disabilities to identify their capacity for work and the type of transition‐to‐work programme best suited to each person. Participants were 1,556 high school students in four cohorts who left school between 1999 and 2002. Each school‐leaver was assessed by rehabilitation counsellors for functional ability and capacity for work. In a supplementary study, the 2002 cohort was assessed by special transition teachers using a short screening tool. The results demonstrate that there is a predictable hierarchy of functional acquisition among school‐leavers with disabilities and that the single best predictor of future capacity for work and need for transition‐to‐work programmes among this group of young people is the capacity to manage activities of daily living. The results also demonstrate that a short screen used by teachers, together with a behavioural assessment, is sufficient to stream school‐leavers with a disability into a range of transition‐to‐work programmes. 相似文献
986.
Frederick D. Harper 《International journal for the advancement of counseling》1999,21(4):381-383
Volume Contents
Contents, Volume 21 (1999) 相似文献987.
W. Robinson Crosby Maynard Matteson Robert Stafford William C. Farlow Lyle E. Grooters Irving L. Maranz Chester C. Sutton Ronald Ashby Pat Ryan Jack Fruman William E. Crosby Elwood H. Beaver W. E. Mellown Frank Manzi William H. Allen 《Educational technology research and development : ETR & D》1966,14(2):273-281
988.
989.
Based on a model which holds that open-field behavior represents a combination of predator evasion tactics and attempts to reinstate contact with conspecifics, five experiments were conducted with chickens to assess the effects on them of social separation in response to being placed in a novel enclosure. As a means of independently demonstrating reinstatement tendencies, it was shown that birds would run faster down a straight alley if the goalbox contained one or more conspecifics than if it was empty or contained a guinea pig. For birds tested in pairs, the effects were different, depending on whether they had been reared in pairs or in larger groups. On the other hand, although chicks froze and remained silent longer in pairs, they seemed to be relatively insensitive to whether the pair member was a cagemate or a stranger. Finally, as predicted, reinstatement tendencies diminished and predator evasion tactics predominated with increasing age. 相似文献
990.
Using Bowen and Bok's data from 23 selective colleges, we fit multilevel logit models to test two hypotheses with implications for affirmative action and group differences in attainment of science, math, or engineering (SME) degrees. Hypothesis 1, that differences in precollege academic preparation will explain later SME graduation disparities, was fully supported with respect to the outcome gap between Whites and underrepresented minorities, partially supported for that between Asians and underrepresented minorities, and between men and women. Hypothesis 2, that college selectivity, after accounting for student characteristics, will be positively associated with SME persistence, was not supported. We demonstrate that the significance of the selectivity effect is overestimated when unilevel models are used. Admission officials are advised to carefully consider the relative academic preparedness of science-interested students, and such students choosing among colleges are advised to compare their academic qualifications to those of successful science students at each institution. 相似文献