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121.
122.
We report on two studies in which high school students who had been exposed to a cognitive training procedure known as the Conceptual Mediation Program (CMP) were compared to students who had not participated within the program. In the first study, based on data from two sites, it was found that 70 CMP students exhibited higher levels of school affect and strategy awareness than 103 comparable students not in the program. In the second study, based on retrospective data from one site, 53 students who had participated within CMP classes were found to exhibit higher levels of attainment on Year 12 South Australian public examination results (effect size of 1.04 on the aggregate). On the Year 12 examination results, the CMP students outperformed both the school and state norms. 相似文献
123.
Gregory R. Hancock 《Journal of Experimental Education》2017,85(1):24-35
For the two-way factorial design in analysis of variance, the current article explicates and compares three methods for controlling the Type I error rate for all possible simple interaction contrasts following a statistically significant interaction, including a proposed modification to the Bonferroni procedure that increases the power of statistical tests for deconstructing interaction effects when they are of primary substantive interest. Results indicate the general superiority of the modified Bonferroni procedure over Scheffé and Roy-type procedures, where the Bonferroni and Scheffé procedures have been modified to accommodate the logical implications of a false omnibus interaction null hypothesis. An applied example is provided and considerations for applied researchers are offered. 相似文献
124.
125.
Yola Center Louella Freeman Gregory Robertson 《International Journal of Disability, Development & Education》1998,45(2):143-172
A within‐school evaluation of Schoolwide Early Language and Literacy (SWELL) was undertaken in six disadvantaged schools in NSW in 1995 and 1996 using a sample of Kindergarten students in each school before (control group) and after (experimental group) the implementation of SWELL. As many control and experimental students as could be accessed were tested on four different early literacy measures when they were mid‐way through Year 1. Assessment at the end of the Kindergarten year and mid‐way through Year 1 indicated that experimental students significantly outperformed their control counterparts on tests measuring pseudoword decoding and reading connected text at the end of Kindergarten, and on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure mid‐way through Year 1. 相似文献
126.
127.
With particular reference to recent developments (including some in communication‐technology), this first of two papers explores the nature of ‘language change’ – its kinds, mechanisms and effects – and some attitudes towards it. It then suggests a case for teaching and learning about language change (bearing in mind, particularly, students in the 11–16 age range). The second paper, which will appear in Changing English 18:2, suggests approaches of two broad kinds and contexts: (1) as opportunities arise in undertaking other work; and (2) within planned, ‘set‐piece’ activities. Extensive notes/references are offered as support to teachers. 相似文献
128.
Crowther G 《CBE life sciences education》2012,11(1):26-30
Music is recognized as an effective mode of teaching young children but is rarely used in university-level science courses. This article reviews the somewhat limited evidence on whether and how content-rich music might affect college students' understanding of science and offers practical suggestions for incorporating music into courses. Aside from aiding memorization, songs may potentially improve learning by helping students feel relaxed and welcome in stressful settings, engaging students through multiple modes (verbal vs. nonverbal) and modalities (auditory vs. visual vs. kinesthetic) simultaneously, challenging students to integrate and "own" the material through the medium of song lyrics, and increasing students' time on task outside of class through enjoyable listening or songwriting assignments. Students may produce content-rich songs of good quality if given sufficient assistance and encouragement by instructors and peers. The challenges ahead include 1) defining the circumstances in which music is most likely to promote learning and 2) developing rubrics for evaluating the quality of songs. 相似文献
129.
In Experiment 1, a potentiation paradigm was used to test the relative influence of odor and taste with two 2 basic tastants
(i.e., salt and sweet) in conditioned aversion learning. Experiment 1 showed that aversions to tastants (salt or sweet presented
in a manner by which it could be tasted) were established only in subjects trained with the tastant, not the odor (i.e., salt
or sweet presented in a manner by which it could not be tasted). Experiment 2 demonstrated, with a sensory preconditioning
procedure, that the expression of an aversion to tastants was dependent on previous tastant experience prior to odor aversion
training. These results suggest that while subjects can smell salt and sweet solutions, these odors are neither sufficient
nor necessary for the expression of a conditioned tastant aversion. 相似文献
130.
John M. Reveles Gregory J. Kelly Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment.
The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in
scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies
to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science.
The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner
tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed.
John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received
his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary
school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings;
sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative
research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses,
graduate science education seminars, and graduate research courses.
Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He
received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning.
This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education.
He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning
science in secondary schools. He is editor of the journal Science Education.
Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications
have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted
research on after school computer clubs, technology and learning as part of the international UC Links Network. With support
from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving
the educational progress of Latino students in the middle and high school grades. 相似文献