全文获取类型
收费全文 | 472篇 |
免费 | 7篇 |
专业分类
教育 | 418篇 |
科学研究 | 11篇 |
各国文化 | 3篇 |
体育 | 13篇 |
文化理论 | 4篇 |
信息传播 | 30篇 |
出版年
2022年 | 5篇 |
2018年 | 9篇 |
2017年 | 8篇 |
2016年 | 11篇 |
2015年 | 4篇 |
2014年 | 11篇 |
2013年 | 99篇 |
2012年 | 5篇 |
2011年 | 6篇 |
2009年 | 6篇 |
2008年 | 7篇 |
2005年 | 9篇 |
2004年 | 12篇 |
2003年 | 5篇 |
2002年 | 8篇 |
2001年 | 4篇 |
2000年 | 6篇 |
1999年 | 7篇 |
1998年 | 13篇 |
1997年 | 8篇 |
1996年 | 9篇 |
1995年 | 6篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 12篇 |
1991年 | 11篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1984年 | 6篇 |
1983年 | 7篇 |
1982年 | 6篇 |
1981年 | 8篇 |
1980年 | 6篇 |
1979年 | 9篇 |
1978年 | 7篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1975年 | 8篇 |
1974年 | 9篇 |
1973年 | 6篇 |
1972年 | 4篇 |
1971年 | 8篇 |
1970年 | 5篇 |
1969年 | 10篇 |
1968年 | 6篇 |
1967年 | 5篇 |
1966年 | 10篇 |
1965年 | 4篇 |
排序方式: 共有479条查询结果,搜索用时 31 毫秒
71.
Teresa Smith Billy L. Smith Joan B. Eichler Amy Gilbert Pollard 《Psychology in the schools》2002,39(6):613-619
The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability (n = 115), Learning Disability with Speech Impairment (n = 29), Mental Retardation (n = 40), and Speech Impairment (n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children–III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test–3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613–619, 2002. 相似文献
72.
The Urban Review - Preservice students in teacher education programs in both rural and urban teacher preparation institutions described their beliefs and knowledge about the teachers, students,... 相似文献
73.
The case for a greater role for the history and philosophy of science in science education is reviewed. It is argued that such a role can only be realised if it is based on both a credible analytical approach to the history and philosophy of science and if the evolution of a sufficient number of major themes in science is known in suitable detail. Adopting Lakatos' Theory of Scientific Research Programmes as the analytical approach, it is proposed that the development, use, and replacement, of specific models forms the core of such programmes.Chemical kinetics was selected as an exemplar major topic in chemistry. Eight models which have played a central role in the evolution of the study of chemical kinetics were identified by an analysis of the literature. The implications that these models have for the teaching and learning of chemistry today are discussed. 相似文献
74.
Gilbert R. Gredler 《Psychology in the schools》1997,34(4):373-373
75.
John K. Gilbert 《Cultural Studies of Science Education》2009,4(2):315-322
This short paper outlines the emergence and achievements of the Science Education Research Unit at the University of Waikato
over the period 1979–1985 under the leadership of the late Dr. Roger Osborne. Following his attendance at the ASERA meeting
in Wagga Wagga in 1977, Roger Osborne rapidly built up a very productive team, which he led until his death in 1985. His legacy
is tentatively evaluated. In conclusion, the cultural context in which this work took place is sketched.
相似文献
John K. GilbertEmail: |
76.
77.
Amanda Gilbert 《International Journal for Academic Development》2017,22(1):56-69
AbstractSessional teachers in universities are often marginalised by their part-time status, availability for training, and invisibility within the institution’s infrastructure. Nevertheless, tutors as a subset of this group, regularly have access to some training and development. This paper presents a methodological approach for implementing the BLASST framework for sessional staff at a New Zealand university, based on a project to benchmark support for tutors. Using Activity Theory, I discuss tensions associated with developing a training programme for tutors and how such an approach can aid the development of similar models for all sessional teachers. 相似文献
78.
This ethnographic study examined how rural, lower track, underrepresented students made sense of their place in school and what role school science played in their cultural reproduction. The objectives of the study were to identify key components of science classroom discourse, analyze means of negotiating these components, and explicate participants' beliefs and roles in defining microcultural identities specific to rural, underrepresented school contexts. Eight students and their teacher participated in this study, which drew heavily upon teacher and student revoicing of common events. Results showed that the quality of science instruction was subverted through a process of negotiation between students and teachers in the context of low expectations and the school culture. Implications for research and practice are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 574–598, 2001 相似文献
79.
80.
Zhihong Xu Kausalai Wijekumar Gilbert Ramirez Xueyan Hu Robin Irey 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3119-3137
This meta-analysis examined the effectiveness of improving reading comprehension for students in K-12 classrooms using intelligent tutoring systems (ITSs), a computer-based learning environment that provides customizable and immediate feedback to the learner. Nineteen studies from 13 publications incorporating approximately 10 000 students were included in the final analysis; using robust variance estimation to account for statistical dependencies, the 19 studies yielded 88 effect size estimates. The meta-analysis indicated that the overall random effect size of ITSs on reading comprehension was 0.60 (using a mix of standardized and researcher-designed measures) with a 95% confidence interval 0.36 to 0.85 (p < 0.001). This review confirms previous studies comparing ITSs to human tutoring: ITSs produced a small effect size when compared to human tutoring (0.20, 0.02–0.38, p = 0.036, n = 21). All comparisons to human tutoring used standardized measures. This review also found that ITSs produced a larger effect size on reading comprehension when compared to traditional instruction (0.86) for mixed measures and (0.26) for standardized measures. These findings may be of interest to practitioners and policy makers seeking to improve reading comprehension using consistent and accessible ITSs. Recommendations for researchers include conducting studies to understand the difference between traditional and updated versions of ITSs and employing valid and reliable standardized tests and researcher-designed measures. 相似文献