全文获取类型
收费全文 | 2037篇 |
免费 | 27篇 |
国内免费 | 4篇 |
专业分类
教育 | 1465篇 |
科学研究 | 261篇 |
各国文化 | 24篇 |
体育 | 98篇 |
综合类 | 1篇 |
文化理论 | 34篇 |
信息传播 | 185篇 |
出版年
2021年 | 19篇 |
2020年 | 28篇 |
2019年 | 46篇 |
2018年 | 63篇 |
2017年 | 50篇 |
2016年 | 46篇 |
2015年 | 32篇 |
2014年 | 38篇 |
2013年 | 541篇 |
2012年 | 41篇 |
2011年 | 40篇 |
2010年 | 30篇 |
2009年 | 22篇 |
2008年 | 41篇 |
2007年 | 25篇 |
2006年 | 29篇 |
2005年 | 28篇 |
2004年 | 32篇 |
2003年 | 32篇 |
2002年 | 32篇 |
2001年 | 17篇 |
2000年 | 24篇 |
1999年 | 24篇 |
1998年 | 18篇 |
1997年 | 20篇 |
1996年 | 24篇 |
1995年 | 17篇 |
1993年 | 22篇 |
1992年 | 19篇 |
1991年 | 17篇 |
1990年 | 17篇 |
1989年 | 22篇 |
1988年 | 14篇 |
1987年 | 25篇 |
1986年 | 14篇 |
1984年 | 16篇 |
1983年 | 15篇 |
1982年 | 19篇 |
1981年 | 20篇 |
1980年 | 22篇 |
1979年 | 19篇 |
1978年 | 21篇 |
1976年 | 14篇 |
1974年 | 16篇 |
1972年 | 14篇 |
1971年 | 16篇 |
1969年 | 12篇 |
1968年 | 14篇 |
1967年 | 16篇 |
1966年 | 14篇 |
排序方式: 共有2068条查询结果,搜索用时 15 毫秒
41.
A compilation of results from three studies, conducted over a 5-year period, compare and contrast efficacy beliefs held by prospective and practicing teachers toward science and mathematics instruction. Particular attention is directed toward confidence and accountability factors. The theoretical background is derived from Bandura's model as well as the locus of control construct. Recommendations for teacher education programs are offered. 相似文献
42.
ABSTRACTDespite questions about autoethnography in the ethnography and education research family, autoethnography is published in selective peer-reviewed journals in education and in the social and health sciences. Even critics of autoethnographic studies note their ‘rising acceptance in the past 15 years’ [Delamont, S. 2009. “The Only Honest Thing: Autoethnography, Reflexivity and Small Crises in Fieldwork.” Ethnography and Education 4 (1): 51–63]. However, there has been less effort towards qualitative meta-synthesis to learn what other insights might be gained from collections of studies. With the advent of meta-autoethnography [Ellis, C. 2009. Revision: Autoethnographic Reflections of Life and Work. Walnut Creek, CA: Left Coast Press], each author can find a way to synthesise her/his own autoethnographic works, however, synthesising autoethnographies of different authors has received no attention. This article examines a critical, systematic approach to the meta-ethnography of autoethnographies and offers a worked example of the method using educational studies. 相似文献
43.
44.
George C. Nche Hilary C. Achunike Anuli B. Okoli 《The Journal of environmental education》2019,50(2):131-144
Studies have acknowledged children not as climate change victims only, but also as climate change actors. However, only a few have addressed the preparatory stages of children as climate change actors. However, the few studies that addressed these preparatory stages gave attention only to the roles of schools and government agencies without adequate attention to that of parents. This article therefore attempts to discuss the role of eco-parenting in building mitigation and adaptation capacities in children. Relying on the authoritative parenting model, the article avers that eco-parenting can have significant effects on children's ability to protect the environment, mitigate, and adapt to climate change impacts. 相似文献
45.
Qualitative studies of the teacher labor market suggest that problems and remedies generated by quantitative research fail to capture the most dynamic variables which are affecting the supply and demand of public school teachers. For example, quantitative research has not accounted for (1) the continual exiting and reentering of urban teachers, (2) the considerable bifurcation between urban and rural teacher labor markets as reflected in teacher mobility and cultural economic opportunities, (3) local definitions of labor market needs and teacher quality, and (4) the demanding and stressful working conditions of teaching, which are having a systemic and adverse effect on the occupation. 相似文献
46.
Tenko Raykov Thanos Patelis George A. Marcoulides Chun-Lung Lee 《Structural equation modeling》2016,23(1):111-115
This article outlines an interval estimation procedure that can be used in a 3-level setting to evaluate the proportion of outcome variance attributable to the second level of clustering. The method is useful for examining the necessity of including a possibly omitted intermediate level of nesting in analyses of data from a multilevel study, and represents an informative addendum to current statistical tests of second-level variance. The approach is developed within the framework of latent variable modeling and can be used as an aid in the process of choosing between 2-level and 3-level models in a hierarchical design. The discussed procedure is illustrated with an empirical example. 相似文献
47.
Susan R. Goldman M. Anne Britt Willard Brown Gayle Cribb MariAnne George Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246
This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines. 相似文献
48.
Yacine Atif Jameela Al-Jaroodi Shayma Alkobaisi Ahmed Jaffar George Ditsa Piers Campbell 《Education and Information Technologies》2011,16(4):441-461
We present a curriculum that prepares students for supporting large Enterprise Information Systems (EIS). EIS is best explained
through the evolution of Enterprise Resource Planning (ERP). These systems evolved over the last years driven by (1) changing
business requirements and (2) new development capabilities provided by technologies evolution and software vendors’ innovation.
These developments led to a new discipline—Enterprise Information Systems, which deals with issues whose focus is on creating
and sustaining business benefits through the utilization of corporate IT infrastructure assets. Currently, EIS knowledge is
essentially acquired on the job after substantial time of experience building and longer career ladder scale. This paper presents
an experience of a curriculum implementation that prepares students for the pervasive EIS landscape in meeting today’s corporate
needs. Our IT-based educational approach is evaluated as an alternative to prevailing Business-based approaches to EIS instruction.
In this IT-rooted approach, the curriculum is divided into four sections: a Core IT block of courses followed by two progressive-levels
of advanced EIS-related specialized subjects, and an industry-oriented field-training experience. Initially, a Core IT background
provides a foundation for IT innovation in developing EIS components at sophomore-level. A junior-level of specialized instruction
introduces integrated modules which form EIS platforms. Finally, supporting technologies of EIS-related processes and workflows
are presented at senior-level of specialized EIS instruction. An assessment case study of the proposed Enterprise System programs
is carried out through which we discuss the results of the curriculum performance. 相似文献
49.
The purpose of this study was to investigate the extent to which Lebanese Baccalaureate II students' (Freshmen in american colleges) perceptions of their academic abilities match their actual achievements in both school and government examinations. A population sample of 2999 students were selected from a representative school sample (n = 122) throughout Lebanon. Students' demographic data, occupational choices and perceptions of their achievement were collected by a three-part questionnaire. Their cumulative grade averages in school and in government examinations were standardized and used to assess their career maturity. Findings indicated that most students wanted to become engineers or physicians while their actual achievement scores in school was average and in the government examination below average. Most correlational values between perceptions and actual achievement scores were either negative or insignificant. Students were found to make immature career decisions mainly because of the lack of any formal guidance programs in schools. 相似文献
50.
Higher education in the United States and elsewhere is beset by crises: crises of public confidence, questions of continuing relevance, doubts about continuing the emphasis on doctoral instruction, and a very real financial crisis. In response, governing boards and governmental agencies are devoting increasing attention to the management of higher education. Part of this response has been a heightened interest in formal planning-programming-budgeting-systems (PPBS); in fact, several states have legislated the adoption of PPBS for higher educational planning and decision making. Similar interest has been evidenced in other countries. Therefore, it is an appropriate time to reconsider the nature and role of PPBS and its potential impact on higher education. This paper describes the salient characteristics of PPBS and traces the development of PPBS and related analytical techniques in governmental agencies and institutions of higher education. A second paper will illustrate both the concepts and the implementation of PPBS by a detailed exposition of the University of California's experience with PPBS. Finally, in a third paper we suggest an alternative view of policy analysis for educational planning which is a departure from traditional PPBS. We conclude with general observations and specific recommendations to educational managers seeking to improve their resource allocation procedures. 相似文献