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321.
Graeme Douglas Mike McLinden Christopher Robertson Joseph Travers Emma Smith 《International Journal of Disability, Development & Education》2016,63(1):98-121
The assessment of educational progress and outcomes of pupils is important to all concerned with education. This includes testing which is undertaken for accountability and award bearing purposes. This article examines how students with special educational needs and disability (SEND) are included in assessment. An “inclusive assessment” framework is outlined based around three core features: (1) all students are included and benefit from assessment; (2) assessments are accessible and appropriate for the diverse range of children in the education system; and (3) the full breadth of the curriculum is assessed (including curriculum areas of particular relevance to students with SEND). Assessment policies and practice in three countries (England, Ireland and the US) are drawn upon to demonstrate how the framework usefully enables between-country comparisons and within-country analysis. This analysis shows that in comparison to Ireland, the US and England have highly developed system-based approaches to assessment which seek to “include all” (feature 1) and be “accessible and appropriate” (feature 2). However, the analysis highlights that a consequence of such assessment approaches is the narrowing of the curriculum around topics that are assessed (most notably literacy and mathematics). Such approaches therefore may be at the expense of wider curriculum areas that have value for all students, but often of particular value for those with SEND (feature 3). It is argued that within such systems there may be a danger of neglecting the third feature of the inclusive assessment framework, i.e. ensuring that the full breadth of the curriculum is assessed. A consequence of such an omission could be a failure to assess and celebrate progress in relation to educational outcomes that are relevant to a diverse range of students. 相似文献
322.
Three studies were conducted to replicate and extend Dweck's findings regarding young children's responses to challenging achievement situations. Dweck's dichotomous helplessness classification system (i.e., task choice, task choice reason) was replicated with kindergartners, n = 235 (50% male), and first graders, n = 70 (46% male). To test whether individual differences in young children's responses to challenging situations are stable over time, 1- and 5-year follow-ups of the kindergartners were conducted. On the basis of children's responses on age-appropriate behavioral tasks, a composite of cognitive, behavioral, and affective helplessness indices predicted helplessness at 1 and 5 years later, n = 114 (50% male), above and beyond kindergarten task ability and gender, p<.05. Kindergarten helplessness predicted teacher ratings of children's helplessness 5 years later as well, p<.05. The implications of these findings for early intervention are discussed. 相似文献
323.
As new and old technologies generally co-exist in the complex production methods that characterise major sectors of modern developed economies, it is important for policy makers to analyse them together in order to take full advantage of complementarities and optimise outcomes for entire economies rather than for individual industries. In this article, we look at the interrelationships between technologies of different vintages from three perspectives. Firstly, we develop a short theoretical model to demonstrate the reciprocal connections between industries that are generally described as being ‘high technology’ with the other sectors that rely more heavily on ‘non-high tech’ methods. Through the use of input-output and patent data, we then show that long-established industries that are not generally thought of as being high tech often employ cutting-edge knowledge in their own research and development and, by extension, in their other activities. Finally, we use sectoral case studies to show how so-called high tech knowledge is used in specific long-established industries. Our conclusion is that relationships between high tech and non-high tech sectors are highly symbiotic and that the health of high tech firms and industries depends heavily on their ability to sell their outputs to other sectors in developed economies. 相似文献
324.
It has always been quite fashionable to have a disparaging view about school policy documents and many teachers will have had experiences of being given such documents with great flourish and then never opening them again. Yet, as Iris Keating and her colleagues point out, policy documents could be extremely helpful to teachers as guides to appropriate classroom action and ensurers of a continuity of approach. They clearly need further study as objects in their own right. 相似文献
325.
S. Ian Robertson 《Assessment & Evaluation in Higher Education》2004,29(6):663-679
A sample of 202 students filling in a student evaluation of teaching (SET) questionnaire were asked to complete another questionnaire asking about the specific reasons for awarding a score to the specific SET questionnaire items. The aim was to find out what influenced students' judgements on those items. It was found that students' interpretation of some questions differed from the ‘expected’ interpretation. Several factors, such as the placing of questions and the salience of items retrieved from memory, could influence a score. It was also found that asking for an explanation improved scores overall. The conclusions were that questionnaire completion could be understood as a form of problem solving and judgement under uncertainty. The specific heuristics used led to variability in students' interpretation of the task. 相似文献
326.
327.
Ann-Marie Gibson Johanna Shaw Allan Hewitt Chris Easton Sarah Robertson Neil Gibson 《Journal of Further & Higher Education》2018,42(1):36-45
During the transition from school to higher education, young adults experience a substantial amount of change where they progress from the highly controlled setting of school to the autonomous and self-motivated environment of university. Time spent at university is considered a critical period during which young adults establish a clear sense of identity, which can include forming positive health behaviours such as regular physical activity. The transition from school to university also involves a number of changes that can impact on the mental well-being of students including financial concerns, academic pressures and a lack of social support. Our aim was to longitudinally examine the physical activity levels and mental well-being of Scottish students during their first year at university. Participants were 48 first-year students (males, n = 24; females, n = 24) aged 18–19 years enrolled at two Scottish universities in the UK. At entry to university (semester 1) participants completed a validated self-report measure of physical activity and measures of anxiety and depression. Participants’ physical activity levels were assessed for seven days via accelerometry. Participants completed the same measures six months later (semester 2). Daily moderate physical activity levels decreased across the semesters yet perceptions of mental well-being remained stable. There was a significant increase in hip and waist circumferences across the semesters. The first year of university is a critical period for establishing positive health behaviours and there is a need for universities to actively encourage physical activity as an integral part of university life. 相似文献
328.
Hooded Lister rats exhibited less neophobia towards (i.e., drank more of) a novel fluid (3% lemon or 5% sucrose) on a 10-min test if given a 6-min exposure to that fluid 6 h earlier. Presentation of a distractor (1.26% coffee) immediately after preexposure to the test solution enhanced neophobia habituation to lemon (Experiment 1), but disrupted habituation to sucrose (Experiment 3). This bidirectional distractor effect was not due to distractor-induced change in the hedonic value of the preexposed test flavor (Experiment 4). Evidence was obtained (Experiment 5) indicating that the rat perceives lemon to be more similar to coffee than is sucrose. It is suggested that when test flavor and distractor are dissimilar, processing of the distractor denies the preexposed test flavor sufficient processing in STM to allow encoding of information about that flavor in LTM. Consequently, the rat responds to a subsequent presentation of the test flavor as it would to a novel stimulus. When test flavor and distractor are similar, however, the distractor elicits less processing in STM (cf. Wagner, 1976) and is therefore less able to disrupt STM processing of the preexposed test flavor. The resultant loss of neophobia to the test flavor resulting from encoding of information about that flavor in LTM may then be augmented by generalization of attenuated neophobia to the distractor. Consistent with this analysis, coffee was shown to suffer more proactive interference when preceded by lemon than when preceded by sucrose (Experiment 6). 相似文献
329.
Margaret Robertson Andrew Fluck Sharon Thomas 《The Australian Educational Researcher》2001,28(1):147-167
This study sought knowledge of the decision-making used by learners when interacting with multi-media environments. Mounting evidence on related thinking processes appeared to expose a gap in the prior knowledge, vocabularies and values used when entering cyberspace. We were curious to know about the decision making judgements made by learners and any associated rules or strategies they had developed to interact with new and emerging information technology environments. How decisions are undertaken are considered major issues for educational institutions at local, national and global levels with ramifications for civic and community life. In a sample drawn from a senior high school and university we investigated students’ responses to different questions including: What ways of knowing are used by learners? What codes of behaviour apply? Are they age and gender related? The responses provide a rich and fascinating insight to the ways in which people are interacting with the new media environments. ‘Experts’ versus ‘novices’ appeared to provide the major distinction. 相似文献
330.