全文获取类型
收费全文 | 663篇 |
免费 | 10篇 |
国内免费 | 1篇 |
专业分类
教育 | 490篇 |
科学研究 | 34篇 |
各国文化 | 15篇 |
体育 | 58篇 |
文化理论 | 8篇 |
信息传播 | 69篇 |
出版年
2021年 | 3篇 |
2020年 | 20篇 |
2019年 | 22篇 |
2018年 | 22篇 |
2017年 | 24篇 |
2016年 | 23篇 |
2015年 | 16篇 |
2014年 | 22篇 |
2013年 | 151篇 |
2012年 | 17篇 |
2011年 | 22篇 |
2010年 | 16篇 |
2009年 | 18篇 |
2008年 | 24篇 |
2007年 | 17篇 |
2006年 | 17篇 |
2005年 | 20篇 |
2004年 | 11篇 |
2003年 | 14篇 |
2002年 | 9篇 |
2001年 | 7篇 |
2000年 | 15篇 |
1999年 | 6篇 |
1998年 | 3篇 |
1997年 | 10篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 3篇 |
1991年 | 9篇 |
1990年 | 9篇 |
1989年 | 6篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1975年 | 5篇 |
1974年 | 9篇 |
1972年 | 4篇 |
1970年 | 3篇 |
1955年 | 4篇 |
1954年 | 4篇 |
1912年 | 2篇 |
1857年 | 2篇 |
1852年 | 2篇 |
1843年 | 2篇 |
1841年 | 6篇 |
排序方式: 共有674条查询结果,搜索用时 15 毫秒
71.
Stephen T. Peverly Karen E. Brobst Kerri S. Morris 《Journal of Research in Reading》2002,25(2):203-216
This study investigated the developmental changes in the contributions of comprehension ability and the meta‐cognitive control of several study strategies (selection, memory, monitoring) to competence in studying among average and above‐average seventh and eleventh‐grade students. Results indicated that the ability to comprehend and meta‐cognitive control of study strategies were related to the recall of information at both ages. However, meta‐cognitive control was clearly more important to the older students than it was to the younger students. These data suggest that future research on the development of studying should focus on students’ use of the strategies of memory and monitoring. 相似文献
72.
73.
Peter R. Jones Jodi Levine Laufgraben Nancy Morris 《Assessment & Evaluation in Higher Education》2006,31(3):249-265
Learning communities (LC) seek to strengthen and enrich students’ connections to each other, their teachers, and the subject matter they are studying. Their success depends on the nature of the learning community program, the learning styles of the students who participate and the reasons why students entered the program. This study uses a combination of factor and cluster analysis to develop a typology of student experiences that is used to examine the efficacy of the Learning Community program at Temple University, Philadelphia. The findings identify distinctive types of learning community experience and show that not all types match well with all students. The study questions the common assumption that learning communities are always helpful to student learning and development, and cautions against the belief that benefits will inevitably accrue. The variation in the value and impact on students of this long‐standing learning community program suggests that the evaluative burden of proof is for administrators to clearly demonstrate and not assume a uniformly positive impact of learning communities. 相似文献
74.
75.
Jennifer L. Allen Amy Morris Celine Y. Chhoa 《Emotional and Behavioural Difficulties》2016,21(3):329-342
The aim of this study was to investigate the relationship between callous–unemotional (CU) traits and response to rewards and discipline in adolescent boys using a mixed-methods approach. Participants comprised 39 boys aged between 12 and 13 years and 8 teachers. Quantitative findings showed that CU traits were significantly related to punishment insensitivity, controlling for conduct problems, autism symptoms and hyperactivity. In contrast, there was no significant association between CU traits and reward sensitivity. Qualitative analysis indicated that teachers view children high in CU traits as responsive to fewer reward and discipline strategies, and strategies need to be implemented and monitored with care to avoid unintended, undesirable outcomes. However, time out, praise, support from other staff and maintaining a positive teacher–child relationship were identified as effective strategies. Findings emphasise the need to carefully select, modify and implement existing evidence-based classroom behaviour-management strategies with high-CU children. 相似文献
76.
Glyn J Thomas 《Journal of Adventure Education & Outdoor Learning》2019,19(3):242-255
This paper aims to contribute to on-going discussion about the teaching and learning strategies used in effective outdoor education programmes. A naturalistic inquiry was conducted with two schools that participated in 28-day outdoor education programmes facilitated by the same outdoor provider in Australia. Data were collected through five semi-structured interviews with the school teachers and programme leaders and five focus groups conducted with the students. The Life Effectiveness Questionnaire was also administered to 261 students pre- and post-programme and results confirmed that the outdoor education programmes were producing desired improvements in the students’ perceptions of their general life skills. The findings of the qualitative analysis confirmed the importance of carefully sequenced activities, a facilitative teaching style, and active engagement as teaching and learning strategies. More research is needed to confirm the teaching and learning strategies that should be prioritised in the education of future outdoor education leaders. 相似文献
77.
Learning to read in a shallow alphabetic orthography such as Urdu may depend primarily on phonological processing skills, whilst learning to read in a deeper orthography, such as English, may place more reliance on visual processing skills. This study explores the effects of Urdu on the acquisition of English literacy skills by comparing the reading, memory and phonological processing skills of bilingual Urdu‐English and monolingual English children (7–8 years). The bilingual children had more difficulty in reading irregular English words, but were better at reading regular words and nonwords compared to the monolinguals. The poor performance of the bilingual children with irregular English words was linked to their poor visual memory skills, whilst their good performance with regular words and nonwords was related to the presence of enhanced phonological skills. The results demonstrate the transfer of first language skills to reading development in a second language. In English, first language skills can facilitate the development of either lexical or non‐lexical routes to reading. 相似文献
78.
Neoliberalism,internationalisation and higher education: connections,contradictions and alternatives
Annette Bamberger Paul Morris Miri Yemini 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):203-216
ABSTRACTWe explore the role of neoliberalism within portrayals of internationalisation in higher education (HE). Through an analysis of four features of internationalisation, we suggest that they embody a complex entanglement of neoliberal categories and assumptions with other, primarily progressive humanitarian ideals. This framing of internationalisation has three affects. One, humanitarian ideals coupled with neoliberal categories normalise inequalities, turning internationalisation into a meritocratic global race, focusing on celebrating the possibility of the few who can achieve, instead of the embedded inequalities within the system, which disadvantage the many. Two, this allows neoliberal practices to be advanced through the discourse of internationalisation and its association with progressive humanitarian values. Three, this neoliberal framing does not explain the nature of internationalisation of HE in many nations; we demonstrate this by analysing internationalisation in China, Israel and Cuba. We suggest that internationalisation in HE cannot be adequately explained by analyses which rely on neoliberalism. 相似文献
79.
Erica Morris 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(1):39-52
This paper describes the design and evaluation of a computer-assisted learning program called Link , which was designed to be used by psychology students to review their understanding of correlation. Unlike existing computer-assisted learning programs that were reviewed, Link makes use of data from authentic research studies in psychology and provides learner activities that are specifically designed to address students' misconceptions about correlation. A summative evaluation study of Link involving fifty psychology students was carried out to assess the effect on students' understanding of correlation. It was found that the use of Link significantly contributed to students' general understanding of correlation. However, it was found that students use of paper-based instructional materials could also achieve this. The implication of this research outcome is considered in relation to the design and use of computer-assisted learning applications for statistics in higher education. 相似文献
80.
This study examined the effect of a time-limited welfare program on school-age children using data on almost 3,000 children (ages 5-17 at the four year follow up-point) from the random assignment evaluation of Florida's Family Transition Program (FTP). FTP was one of the first welfare reform initiatives to impose a time limit on the receipt of cash assistance, and it combined the time limit with a rich array of mandatory services. The effects of FTP on children were moderated by families' risk of long-term welfare dependency. Contrary to predictions laid out at the outset, there were few effects of FTP on middle childhood and adolescent children for children of parents most likely to be long-term welfare dependent (those most likely to hit the time limit). However, consistent negative effects on this same age group of children were found for children of parents least likely to be long-term welfare dependent--parents who had the largest employment gains--and effects of FTP were most strongly negative for the oldest adolescent children. The findings suggest a different theoretical model for movements into employment than the one suggested in the previous literature for job loss. The findings are discussed in terms of their contribution to research and policy. 相似文献