全文获取类型
收费全文 | 838篇 |
免费 | 12篇 |
专业分类
教育 | 616篇 |
科学研究 | 44篇 |
各国文化 | 9篇 |
体育 | 85篇 |
综合类 | 2篇 |
文化理论 | 9篇 |
信息传播 | 85篇 |
出版年
2022年 | 6篇 |
2021年 | 17篇 |
2020年 | 16篇 |
2019年 | 33篇 |
2018年 | 41篇 |
2017年 | 54篇 |
2016年 | 41篇 |
2015年 | 28篇 |
2014年 | 32篇 |
2013年 | 150篇 |
2012年 | 20篇 |
2011年 | 24篇 |
2010年 | 27篇 |
2009年 | 21篇 |
2008年 | 22篇 |
2007年 | 22篇 |
2006年 | 18篇 |
2005年 | 12篇 |
2004年 | 18篇 |
2003年 | 26篇 |
2002年 | 19篇 |
2001年 | 12篇 |
2000年 | 13篇 |
1999年 | 12篇 |
1998年 | 7篇 |
1997年 | 11篇 |
1996年 | 8篇 |
1995年 | 7篇 |
1994年 | 7篇 |
1993年 | 13篇 |
1992年 | 10篇 |
1991年 | 5篇 |
1990年 | 6篇 |
1989年 | 6篇 |
1988年 | 8篇 |
1987年 | 10篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1980年 | 8篇 |
1979年 | 4篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1974年 | 2篇 |
1973年 | 2篇 |
排序方式: 共有850条查询结果,搜索用时 0 毫秒
71.
Standard-Setting Guidelines 总被引:1,自引:0,他引:1
Gregory J. Cizek 《Educational Measurement》1996,15(1):13-21
Do we need guidelines for standard-setting studies? What should the guidelines address? What additional research on standard-setting is needed? 相似文献
72.
In spite of the name, simple linear regression presents a number of conceptual difficulties, particularly for introductory students. This article describes a simulation tool that provides a hands‐on method for illuminating the relationship between parameters and sample statistics. 相似文献
73.
74.
75.
A study of two schools in northern Australia demonstrated the impact on Education for Sustainability (EfS) initiatives of a disruptive policy environment set in motion by neoliberal reforms focused on standards, accountability, and international competitiveness. In one of the schools, a culture characterized by trust and an emphasis on cultivating teacher and student strengths and interests contributed to the resilience of these initiatives in the face of outside pressures. In the other, administrators preoccupied with the need to implement state mandates with fidelity failed to nurture and develop a collection of remarkable EfS projects and activities. 相似文献
76.
Gary Shepherd 《Action Learning: Research and Practice》2016,13(3):252-262
This account of practice describes how a manufacturing company in the North of England transformed their approach to problem-solving and action through the use of a Critical Reflection Action Learning (CRAL) methodology. The company, who had been in business for over 25 years, experienced problems due to a diminishing customer base and substantial changes in customers’ buying behaviour. The account presented here is based on a 12-session CRAL project I carried out as part of my Ph.D. Research at the University of Hull Business School [Shepherd, G. 2011. “An Inductive Exploration of Group Learning and Knowledge Generation through Group Reflection and Psychoanalysis.” PhD Thesis, University of Hull Business School]. This paper describes how the organisation changed the way in which they tackled complex, messy problems through the adoption of a CRAL technique using their own hand-drawn images as the focus for their individual, group and critical reflective efforts. As the action learning set improved their reflective practice, the group began to understand and untangle the complex links between the problems they were experiencing and the way in which the business environment had changed. The group completed the project with a more nuanced appreciation of the problems they experienced and developed their own unique problem-solving style, which mixed reflective questioning with emotional honesty. 相似文献
77.
Assessing Metacognitive Awareness 总被引:4,自引:0,他引:4
We constructed a 52-item inventory to measure adults′ metacognitive awareness. Items were classified into eight subcomponents subsumed under two broader categories, knowledge of cognition and regulation of cognition. Two experiments supported the two-factor model. Factors were reliable (i.e., α = .90) and inter-correlated (r = .54). Experiment 2 reported the knowledge of cognition factor was related to pre-test judgments of monitoring ability and performance on a reading comprehension test, but was unrelated to monitoring accuracy. Implications for educational assessment and future research were discussed. 相似文献
78.
With the purpose of gaining a better understanding of the impacts that attending a work college may have on students while
in college and up to 25 years later, this study estimated the effects of graduating from a group of work colleges on alumni
educational and employment outcomes. Based on an overall sample of 7083 alumni from 5 work colleges, 20 private liberal arts
colleges, and 5 public regional universities, a series of regression equations tested for differences across a range of college
and employment related outcomes. With respect to a variety of facets of undergraduate educational outcomes, results indicate
that attending a work college, relative to other types of institutions, has significant long-term effects. With respect to
socioeconomic outcomes, results indicate that work colleges provide the greatest benefit to students from families with relatively
low parental incomes.
This research was supported by grants from The Mellon and Spencer Foundations. 相似文献
79.
80.
This paper is a response to Professor Swanwick's critique of our sociological perspective on music education. A detailed presentation of the sociology of music thesis demonstrates that accusations of ‘social determinism’ and ‘referentialism’ are both misconceived. Moreover, Swanwick's position leads to difficulties in his approach to music aesthetics, where at times he makes assumptions concerning the work of theorists such as Meyer and Keil which these authors have themselves explicitly repudiated. We then relate certain observations which Swanwick makes concerning the processes of schooling to wider sociological theories of schooling that help make sense of the kinds of constraints Swanwick correctly identifies. Finally, we accept Swanwick's challenge to be more explicit concerning both our response to his charge of relativism and our practical recommendations for the reform of music teaching. 相似文献