全文获取类型
收费全文 | 747篇 |
免费 | 24篇 |
专业分类
教育 | 592篇 |
科学研究 | 17篇 |
各国文化 | 9篇 |
体育 | 55篇 |
文化理论 | 2篇 |
信息传播 | 96篇 |
出版年
2024年 | 4篇 |
2023年 | 3篇 |
2022年 | 8篇 |
2021年 | 7篇 |
2020年 | 24篇 |
2019年 | 25篇 |
2018年 | 50篇 |
2017年 | 48篇 |
2016年 | 53篇 |
2015年 | 25篇 |
2014年 | 41篇 |
2013年 | 175篇 |
2012年 | 41篇 |
2011年 | 33篇 |
2010年 | 29篇 |
2009年 | 19篇 |
2008年 | 26篇 |
2007年 | 18篇 |
2006年 | 13篇 |
2005年 | 26篇 |
2004年 | 15篇 |
2003年 | 21篇 |
2002年 | 10篇 |
2001年 | 3篇 |
2000年 | 3篇 |
1999年 | 6篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 5篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1983年 | 3篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1977年 | 3篇 |
1973年 | 1篇 |
1970年 | 1篇 |
排序方式: 共有771条查询结果,搜索用时 31 毫秒
761.
This article describes an ongoing project to build an evaluation framework for a competency‐based graduate program at The University of Southern Mississippi. Many traditional methods of evaluating performance at academic institutions provide only a partial assessment of individual program performance. In an increasingly competitive global economy, program evaluations should also consider the perspectives of students, graduates, and employers in order to develop curricula that will address the critical skills sets needed for strategic and value‐added performance improvement work in the 21st century. 相似文献
762.
Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms 总被引:1,自引:0,他引:1
Todd Campbell Nor Hashidah Abd-Hamid Heather Chapman 《Journal of Science Teacher Education》2010,21(1):13-30
This study describes the development of two instruments to investigate the extent to which students are engaged in scientific inquiry. As a result of the instrument development process employed, each finalized instrument consisted of 20-items separated into five categories. Both instruments were found to be internally consistent, with high reliability estimates. Factor analysis showed two factors for each instrument that, while not clustering the items into the five categories, did show item clustering that is consistent with research literature about students’ engagement in inquiry experiences. Based on the analyses completed, the instruments appear to be useful instruments for use in comprehensive assessment packages for assessing the extent to which students are experiencing inquiry in science classrooms. 相似文献
763.
The Geospatial Technology Apprenticeship Program (GTAP) pilot was designed as a replicable and sustainable program to enhance workforce skills in geospatial technologies to best leverage a $30 billion market potential. The purpose of evaluating GTAP was to ensure that investment in this high‐growth industry was adding value. Findings from this evaluation showed that investments in geospatial technology competency development have the potential for high‐systemic payoffs and sustained economic growth. 相似文献
764.
Heather A. Davis Mei-Lin Chang Carey E. Andrzejewski Ryan R. Poirier 《Journal of Educational Change》2010,11(4):345-401
The purpose of this project was to examine the impact of Smaller Learning Community reform on students’ behavioral, relational,
and cognitive engagement in a suburban school district experiencing urbanization. We describe a project in which we evaluated
the engagement of a cohort of 8th grade students as they transitioned to high school (n = 605). Specifically, we disaggregated the data to identify how students’ engagement differed as a function of their participation
in Smaller Learning Community structures, prior achievement, and race. 相似文献
765.
OBJECTIVE: To identify individual, family, and caseworker characteristics associated with problem recognition (PR) and intentions to change (ITC) in a sample of caregivers who received in-home child welfare services following substantiated reports of child abuse or neglect. METHODS: Caregivers were interviewed at 4 weeks, 16 weeks, and 1 year after referral for in-home services. In these interviews, the University of Rhode Island Change Assessment scale assessed PR and ITC in relation to caregiving practices. Additional data were obtained from administrative records and surveys of in-home services caseworkers. We used growth models to identify caregiver, family, and caseworker characteristics associated with initial levels of PR and ITC, and with changes in PR and ITC over time. RESULTS: Contrary to expectations, there were no overall increases in PR and ITC during the first 4 months of in-home services. PR and ITC scores fluctuated over time, in relation to some external events, case characteristics, and caseworker characteristics; however, we were able to account for small portions of the variance in PR and ITC. Controlling for social desirability bias and other variables in the analysis, negative life events, lack of network support, and the severity of caregiver depression were associated with greater PR; housing problems were associated with lower PR. Caregiver depression and age were associated with ITC. Caregivers whose children had been removed from their homes showed significant increases in ITC in the first few months of in-home services. The duration of caseworkers' child welfare experience predicted increases in their clients' PR in the first 4 months and more frequent contacts with an experienced caseworker predicted small, but significant increases in ITC over time. CONCLUSIONS: PR and ITC are associated with somewhat different case characteristics and may be affected by caseworkers' experience. 相似文献
766.
To better understand the status of the teaching profession, we present a conceptual framework outlining the 4 domains of knowledge-worker professionals: professional benchmarks, professional discretion, room for promotion, and workplace conditions and use the TALIS 2013 survey data to show that these domains exist globally and vary within countries. Across more than 30 school systems, we address the question: To what extent does the level and type of professionalism afforded to individual teachers shape their perceptions of the esteem of their profession? The strongest domain traits that correlate with feeling valued as a teacher are teachers’ satisfaction with their working conditions, involvement in school decision making, and the chance to be recognized for good work. This framework shapes an actionable set of concepts that policymakers can use to address attraction and retention to the profession system-wide and that school leaders can use to improve working conditions in their own schools. 相似文献
767.
English language proficiency (ELP) assessment scores are used by states to make high-stakes decisions related to linguistic support in instruction and assessment for English learner (EL) students and for EL student reclassification. Changes to both academic content standards and ELP academic standards within the last decade have resulted in increased academic rigor and language demands. In this study, we explored the association between EL student performance over time on content (English language arts and mathematics) and ELP assessments, generally finding evidence of positive associations. Modeling the simultaneous association between changes over time in both content and ELP assessment performance contributes empirical evidence about the role of language in ELA and mathematics development and provides contextual information to serve as validity evidence for score inferences for EL students. 相似文献
768.
769.
Education and Information Technologies - 3D printing is an emerging educational technology that is said to prepare learners for a more technologically designed world. In this review, 3D printing... 相似文献
770.
This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the ‘stances’ that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards ‘deference’. Coupling our insights with theorisations of dissent, we consider how ‘infra-political dissent’ could support key individuals to ‘step up’ and influence for more effective policy relative to climate change education, and to other areas of education or environment policy. 相似文献