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AbstractThis study investigated university teachers’ characteristics and their influence on teaching practices: Coming from expectancy-value theory, teachers’ personal value of teaching was introduced as a possibly relevant variable and examined along with constructivist and transmissive teaching beliefs as to how they affect various aspects of university teaching. The sample consisted of 79 university teachers, whose data were combined with the teaching assessment of 2552 students enrolled in their courses and of external observers. Multiple regression analyses showed that value of teaching affected observed structuring, student active involvement, and rapport. Transmissive beliefs impacted the observed quality of instruction, and constructivist beliefs were positively related to student-reported clarity of instruction, the stimulation of student involvement, and rapport. Notably, the predictors displayed a data source specific result pattern. As potential reasons for the link between student-reported variables and constructivist beliefs a general factor in the students’ assessment and a survivor bias associated with teachers’ constructivist beliefs are discussed. 相似文献
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ABSTRACT— Education lacks a strong infrastructure for connecting research with educational practice and policy. The need for this linkage grows as findings in cognitive science and biology become ever more relevant to education. Teachers often lack the background knowledge needed to interpret scientific results, whereas scientists often lack an understanding of pedagogical goals. We need to build an infrastructure that supports sustainable collaboration between researchers and teachers and creates a strong research foundation for education. A primary agent of the lasting collaboration between researchers and practitioners in medicine is the teaching hospital, where researchers and practitioners work together on research that is relevant to practice and the training of young professionals. Education needs analogous institutions—research schools—that join researchers and teachers in living, community‐based schools. In these schools, practice shapes research as much as research informs practice. Research schools will provide a fundamental infrastructure for linking transdisciplinary research on learning with educational policy and practice. 相似文献
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Brittany Bice-Urbach Tom Kratochwill Aaron J Fischer 《Journal of educational and psychological consultation》2018,28(3):255-278
ABSTRACTIn this article, we provide critical information on previous research and offer recommendations for establishing and implementing teleconsultation services within a school setting. Specifically, we review (a) the history behind teleconsultation, (b) previous applications of technology and teleconsultation within the school setting, (c) recommended equipment for completing teleconsultation, (d) previously identified benefits of using teleconsultation, (e) previously identified concerns regarding the use of teleconsultation, and (f) the best practices for providing teleconsultation services. Important considerations from current research in the area of teleconsultation are highlighted. 相似文献
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Traditional literary images of London posit a male space, yet the city also allows women to step beyond the gendered norms of their times. For contemporary women writers, London typography becomes a backdrop on to which they project their investigations of female creativity, identity and connection. The work of Buchi Emecheta, Beryl Gilroy, Gilda O'Neill and Sarah Waters shows that urban space is not only gendered, but that it is also racialised and sexualised and that class differentiation underscores the urban experience. For these authors, exploring different parts of the city becomes a metaphor for trying on multiple selves, and London comes to represent freedom and possibility despite the obstacles. 相似文献
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Kim Frumin Chris Dede Christian Fischer Brandon Foster Frances Lawrenz Arthur Eisenkraft 《International Journal of Science Education》2018,40(4):397-420
Over the past decade, the field of teacher professional learning has coalesced around core characteristics of high quality professional development experiences (e.g. Borko, Jacobs, & Koellner, 2010. Contemporary approaches to teacher professional development. In P. L. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 548–556). Oxford: Elsevier.; Darling-Hammond, Hyler, & Gardner, 2017. Effective teacher professional development. Palo Alto, CA: Learning Policy Institute). Many countries have found these advances of great interest because of a desire to build teacher capacity in science education and across the full curriculum. This paper continues this progress by examining the role and impact of an online professional development community within the top-down, large-scale curriculum and assessment revision of Advanced Placement (AP) Biology, Chemistry, and Physics. This paper is part of a five-year, longitudinal, U.S. National Science Foundation–funded project to study the relative effectiveness of various types of professional development in enabling teachers to adapt to the revised AP course goals and exams. Of the many forms of professional development our research has examined, preliminary analyses indicated that participation in the College Board's online AP Teacher Community (APTC) – where teachers can discuss teaching strategies, share resources, and connect with each other – had positive, direct, and statistically significant association with teacher self-reported shifts in practice and with gains in student AP scores (Fishman et al., 2014). This study explored how usage of the online APTC might be useful to teachers and examined a more robust estimate of these effects. Findings from the experience of AP teachers may be valuable in supporting other large-scale curriculum changes, such as the U.S. Next Generation Science Standards or Common Core Standards, as well as parallel curricular shifts in other countries. 相似文献
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Sothy Eng Kirti Kanitkar Harrington H. Cleveland Richard Herbert Judith Fischer Jacquelyn D. Wiersma 《教育心理学》2008,28(5):535-550
The general belief that Asian American adolescents are successful has led researchers to ignore variations in Asian adolescents’ academic success. Using samples of Chinese and Filipino adolescents drawn from the National Longitudinal Study of Adolescent Health, this study examined whether differences between these two groups in acculturation, parent–adolescent attachment, and parental school involvement could account for academic achievement differences. Results revealed that Chinese adolescents generally performed better in school than their Filipino counterparts. Factors that predicted academic achievement were ethnicity, acculturation, and parents’ academic involvement. An interaction was found between ethnicity and acculturation, indicating that acculturation is a predictor of academic performance among Filipino youth but not among Chinese youth. Cultural values in parent–adolescent attachment, acculturation, and parents’ school involvement are discussed. 相似文献
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Simultaneous communication (SC) is commonly used in deaf education. Since it is not always totally successful, it is important to determine what characteristics influence its success. In an earlier study, Stinson, Newell, Castle, Mallery-Ruganis, and Holcomb (1989) identified a number of characteristics deemed important for comprehension, based on interviews with deaf professionals. Our study followed up on the earlier study. Three videotapes used in the previous study were independently measured and evaluated on the basis of the characteristics that had been identified as important. Our study largely confirmed the previous findings. What seemed to contribute most to successful SC were clear lip movement, fingerspelled support for potentially ambiguous signs, eye contact, communication of mood and attitude, modality match, and grammatical facial expression. Equally important was the need to match the semantically appropriate sign to the particular sense of an English word rather than use a superficial one-to-one correspondence. In addition, the results suggest that with deletions, the types rather than the number are crucial in determining comprehension and comfort. It was also found that the perception of pace does not always match actual pace and that the perception of pace can be influenced by other factors. 相似文献