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171.
172.
Russell A. Chapman Stanley B. Baker Sylvia C. Nassar‐McMillan Edwin R. Gerler Jr. 《Counselor Education & Supervision》2011,50(5):298-313
The authors used an intensive single‐subject quantitative design to examine cybersupervision of counseling practicum students in a university setting. Five female supervisees volunteered to receive their required weekly supervision online during a 14‐week, semester‐long counseling practicum. Following a face‐to‐face orientation meeting, all remaining interactions among the supervisees and with the supervisor occurred electronically. Data were collected about the utility of the synchronous and asynchronous modalities, changes in supervisee competence and confidence during the practicum, and supervisee attitudes about the cybersupervision approach. The findings offered evidence that the web‐based modality could be used in similar settings. 相似文献
173.
The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress
Peter Blatchford Paul Bassett Penelope Brown Clare Martin Anthony Russell Rob Webster 《British Educational Research Journal》2011,37(3):443-464
In recent years there has been an unprecedented increase in support staff in schools in England and Wales. There were widespread expectations that this will be of benefit to teachers and pupils but there has been little systematic research to address the impact of support staff. This study used a naturalistic longitudinal design to investigate the relationship between the amount of support (measured by teacher estimates and systematic observation) and pupils’ ‘Positive Approaches to Learning’ (PAL) and academic progress. There were over 8000 pupils across two cohorts and seven age groups. Results on PAL were not straightforward by there was a consistent trend for those with most support to make less academic progress than similar pupils with less support, and this was not explained by characteristics of the pupils such as piror attainment or level of special educational need. 相似文献
174.
There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student
attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation
in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between schools and community and industry
organisations in developing curriculum projects at the local level. This project fulfils many of the conditions advocated
to engage students in learning in the sciences. ASISTM is underpinned by the notion of innovation. This paper describes the
findings of case study research in which 16 ASISTM projects were selected as innovation exemplars. A definition of innovation
and an innovation framework were developed, through which the case studies were analysed to make sense of the significance
of the ideas and practices, participating actors, and outcomes of the projects. Through this analysis we argue that innovation
is a powerful idea for framing curriculum development in the sciences at the local level that is generative for students and
teachers, and that these ASISTM projects provide valuable models for engaging students, and for teacher professional learning. 相似文献
175.
Russell Tytler David Symington Linda Darby Cliff Malcolm Valda Kirkwood 《Teaching and Teacher Education》2011,27(5):871-879
This paper explores aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified a range of issues including tensions between government, school and individual professional learning priorities and their respective responsibilities; the shaping of professional development by rurality; and issues of generic versus subject-specific professional learning. The paper will focus on the needs of teachers, particularly secondary teachers, for subject-specific professional development and the capacity of different professional development approaches for satisfying these needs. The notion of discourse communities is proposed as a framework for considering this issue. 相似文献
176.
We used randomized controlled trials to compare the impact of the designs of 2 United States history textbooks on the content acquisition and behavior of 8th-grade students identified for special education services or identified as low achieving. We also investigated whether teachers differed in their use of instructional activities and questioning strategies based on the type of text used. Our findings suggest that students learned more history content, were more actively engaged, and answered more questions correctly when using the experimental textbook. Teachers used different activities depending on which textbook they used, but did not differ in types of questions asked. 相似文献
177.
Espin CA Cevasco J van den Broek P Baker S Gersten R 《Journal of learning disabilities》2007,40(2):174-182
In this study, we examine the nature and quality of students' comprehension of history. Specifically, we explore whether cognitive-psychological theories developed to capture the comprehension of narrative text can be used to capture the comprehension of history. Participants were 36 students with learning disabilities who had taken part in an earlier study designed to investigate the effects of an interactive instructional intervention in history. The results of the original study supported the effectiveness of the intervention in terms of amount recalled. The results of the present study reveal that historical understanding can be characterized as the construction of meaning through the creation of a causal network of events. The study of history within a causal network framework has implications for understanding the nature and quality of students' learning of history, and for potentially identifying sources of failure in learning. 相似文献
178.
Russell K. Nieli 《Academic Questions》2007,20(4):311-331
In this carefully documented essay, Russell K. Nieli outlines the major transformation in American higher education that began
at the end of the nineteenth century. Today’s research- and vocation-driven private universities began as Christian institutions
founded by zealous evangelizers, while public colleges embraced a watered-down version of the earnest and forward-thinking
Protestant gentleman’s worldview, which saw no conflict between theological and secular knowledge. Science and religion remained
friendly until the advent of the industrial revolution brought the model of the German research university to the attention
of American academic reformers. Unity of knowledge was eventually supplanted by a secular, elective system. While the great
“multiversity” had arrived, critics mourned the loss of educational coherence and abandonment of the civilizing mission to
which moral and classical training were essential. In the 1920’s, the Great Books approach was reborn, despite the seemingly
unstoppable march of progress, science, and the subdiscipline. Vietnam-era upheavals led to the American academy’s transformation
into a politically correct mutlicultural smorgasboard seasoned to please the modern student palate. When today’s students
demand to be entertained and scholars continue to narrowly train, is there still room on the plate for the best that has been
said, thought, and written about the human experience?
Russell K. Nieli is a lecturer in the Department of Politics, Princeton University, Princeton, NJ 08544; russniel@princeton.edu. This essay was originally published by the John William Pope Center for Higher Education in Raleigh, North Carolina. 相似文献
Russell K. NieliEmail: |
Russell K. Nieli is a lecturer in the Department of Politics, Princeton University, Princeton, NJ 08544; russniel@princeton.edu. This essay was originally published by the John William Pope Center for Higher Education in Raleigh, North Carolina. 相似文献
179.
Allyn Fives Daniel W. Russell John Canavan Rena Lyons Patricia Eaton Carmel Devaney 《International Journal of Research & Method in Education》2015,38(1):56-71
In a randomized controlled trial (RCT), treatments are assigned randomly and treatments are withheld from participants. Is it ethically permissible to conduct an RCT in a social setting? This paper addresses two conditions for justifying RCTs: that there should be a state of equipoise and that the trial should be scientifically promising. Illustrated with a discussion of the RCT evaluation of the Wizards of Words reading programme, this paper argues that, first, the two conditions can give rise to genuine moral conflicts, and second, efforts can be made to ensure RCTs in social settings are scientifically promising. The argument of this paper therefore is a departure from the current debate on RCTs, where it is assumed these two justifying conditions should not come into conflict, either because research ethics is derived from the professional's duty of care, or because there is a strong distinction between the ethics of research and the duty of care. This paper also addresses critics who argue that in social settings RCTs cannot be scientifically promising and for that reason they are ethically impermissible. 相似文献
180.
Extensive extinction greatly reduces response rate and increases the relative frequency of short interresponse times, but
does not affect temporal learning or operant response rate. In each of two experiments, 24 rats were trained in a multiple
cued interval procedure with three stimuli (noise, light, and clicker) at three intervals (30, 60, and 120 sec). In Experiment
1, after 50 sessions of extinction, response rate decreased from about 25 to 0.5 responses/min, but temporal discriminations
were maintained and the initial response gradients in reacquisition had a pattern that corresponded with the original (rather
than current) training conditions. In Experiment 2, these results were replicated and extended by examination of the effect
of stimulus duration on response patterns during extinction, but its lack of effect on reacquisition. The similarity of the
initial performance in reacquisition to the asymptotic performance in acquisition was presumably due to the similarity of
context. The individual subject data may be downloaded from www.psychonomic.org/archive. 相似文献