全文获取类型
收费全文 | 781篇 |
免费 | 14篇 |
专业分类
教育 | 587篇 |
科学研究 | 40篇 |
各国文化 | 7篇 |
体育 | 82篇 |
综合类 | 2篇 |
文化理论 | 8篇 |
信息传播 | 69篇 |
出版年
2022年 | 5篇 |
2021年 | 19篇 |
2020年 | 17篇 |
2019年 | 34篇 |
2018年 | 39篇 |
2017年 | 51篇 |
2016年 | 38篇 |
2015年 | 27篇 |
2014年 | 30篇 |
2013年 | 142篇 |
2012年 | 21篇 |
2011年 | 20篇 |
2010年 | 24篇 |
2009年 | 18篇 |
2008年 | 21篇 |
2007年 | 21篇 |
2006年 | 16篇 |
2005年 | 11篇 |
2004年 | 18篇 |
2003年 | 20篇 |
2002年 | 19篇 |
2001年 | 11篇 |
2000年 | 12篇 |
1999年 | 11篇 |
1998年 | 7篇 |
1997年 | 10篇 |
1996年 | 8篇 |
1995年 | 7篇 |
1994年 | 6篇 |
1993年 | 11篇 |
1992年 | 9篇 |
1991年 | 4篇 |
1990年 | 6篇 |
1989年 | 4篇 |
1988年 | 8篇 |
1987年 | 8篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1984年 | 6篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1980年 | 8篇 |
1979年 | 4篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1843年 | 2篇 |
排序方式: 共有795条查询结果,搜索用时 203 毫秒
11.
Gregory J. Cizek 《Journal of Educational Measurement》1993,30(2):93-106
An early debate about the nature of setting standards on educational achievement tests centered on the extent to which resulting standards were arbitrary. Subsequent research in the area has advanced solutions to many practical standard setting problems, but the more fundamental issue regarding the empirical grounding of judgmental standard setting procedures has remained unresolved and largely unaddressed. This article reviews some of the salient elements of the debate about the nature of standard setting on educational assessments and suggests that the dispute can never be satisfactorily resolved within the current paradigm. A reconcep-tualization of the nature of standard setting is proposed, and suggestions for future research are provided. 相似文献
12.
Marianne?Mansour Andrew?J.?MartinEmail authorView authors OrcID profile Michael?Anderson Robyn?Gibson Gregory?Arief?D.?Liem David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244
This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed. 相似文献
13.
14.
This study explored the socialization of 118 Division-I student-athletes via the topics of memorable messages that they received prior to their arrival on campus. Ten topics were identified (i.e., desirable attitudes, hard work, physical skill or ability, opportunities, pride, inclusion, challenges, athletes as symbols, the importance of education, and the duration of college athletics) using first cycle coding and were subsequently categorized as either addressing the characteristics or experiences of collegiate student-athletes using second cycle coding. These findings continue to demonstrate that characteristics and experiences associated with roles are prevalent within athletes’ memorable messages but also highlight the inherent ambiguity and the contradictions regarding how to use these messages and balance the dual roles of being a student-athlete. This study provides a novel communicative lens for understanding athlete socialization but underscores the need to recognize receivers’ processing and application of memorable messages. 相似文献
15.
In this article, we discuss communication between early educators speaking their native language and parents who speak English as a second language. Parents who may have a limited proficiency in the second language face challenges to understanding semantic and pragmatic aspects of English. Actual early childhood conference talk in which parents were speaking English as a second language will illustrate potential difficulties to listening comprehension and communication. Additionally, semantics and pragmatics will be used as a framework for recommending strategies to facilitate these parents?? ability to comprehend and communicate during discussions with early educators. 相似文献
16.
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
17.
Gail Crimmins Gregory Nash Kristel Alla Ginna Brock Bree Hickson-Jamieson 《Assessment & Evaluation in Higher Education》2016,41(3):427-441
There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework. 相似文献
18.
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
19.
20.