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101.
We propose a framework for evaluating the degree of authenticity of instructional tasks used within a teacher education program. First, we provide a defense for authenticity as an exemplary aspect of education. Second, we synthesize the theoretical literature on authenticity into conceptual codes. Using these codes, we build our authenticity framework around five criteria: the instructional task (1) is routinely performed by teachers, (2) involves students in a classroom, (3) promotes knowledge of practice, (4) involves self-reflection, and (5) serves formative purposes. We then discuss potential applications of our framework for the individual teacher educator and for program evaluation. 相似文献
102.
103.
Erin L. Meyer Barbara A. Schaefer Cesar Merino Soto Crystal S. Simmons Rebecca Anguiano Jeremy Brett Alea Holman Justin F. Martin Heidi K. Hata Kimberly J. Roberts Zena R. Mello Frank C. Worrell 《Psychology in the schools》2011,48(10):931-942
Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc. 相似文献
104.
Angela Lee Duckworth Heidi Grant Benjamin Loew Gabriele Oettingen Peter M. Gollwitzer 《教育心理学》2011,31(1):17-26
Adolescents struggle with setting and striving for goals that require sustained self‐discipline. Research on adults indicates that goal commitment is enhanced by mental contrasting (MC), a strategy involving the cognitive elaboration of a desired future with relevant obstacles of present reality. Implementation intentions (II), which identify the action one will take when a goal‐relevant opportunity arises, represent a strategy shown to increase goal attainment when commitment is high. This study tests the effect of mental contrasting combined with implementation intentions (MCII) on successful goal implementation in adolescents. Sixty‐six 2nd‐year high school students preparing to take a high‐stakes exam in the fall of their third year were randomly assigned to complete either a 30‐minute written mental contrasting with implementation intentions intervention or a placebo control writing exercise. Students in the intervention condition completed more than 60% more practice questions than did students in the control condition. These findings point to the utility of directly teaching to adolescents mental contrasting with implementation intentions as a self‐regulatory strategy of successful goal pursuit. 相似文献
105.
Multiple victimization experiences of urban elementary school students: associations with psychosocial functioning and academic performance 总被引:4,自引:0,他引:4
OBJECTIVE: This study explored the victimization experiences of urban elementary school students to determine whether subsets of youth emerged with similar victimization profiles (e.g., no victimization, multiple types of victimization). It also evaluated whether multiple victimization was associated with greater psychological distress and lower academic performance. METHODS: Participants were 689 fifth grade students from an urban, ethnically diverse school district in the Northeast. Youth completed self-report measures in school about bullying victimization, victimization in the home and community, and psychosocial functioning. RESULTS: Cluster analysis suggested the existence of three distinct youth profiles: those with minimal victimization, those victimized primarily by their peers, and those with multiple types of victimizations. As hypothesized, youth with multiple victimizations experienced more psychological distress and earned lower grades than their peers. CONCLUSIONS: Findings highlight the heterogeneity of youth victimization experiences and their relations to functioning, and have implications for treatment planning among practitioners working with youth. 相似文献
106.
107.
Mendeley is a free, web-based tool for organizing research citations and annotating their accompanying PDF articles. Adapting
Web 2.0 principles for academic scholarship, Mendeley integrates the management of the research articles with features for
collaborating with researchers locally and worldwide. In this article the features of Mendeley are discussed and critiqued
in comparison to other, similar tools. These features include citation management, online synchronization and collaboration,
PDF management and annotation, and integration with word processing software. The article concludes with a discussion of how
a social networking tool such as Mendeley might impact the academic scholarship process. 相似文献
108.
WHAT PISA TELLS US ABOUT THE QUALITY AND INEQUALITY OF JAPANESE EDUCATION IN MATHEMATICS AND SCIENCE
Researchers, policy officials, and the wider public in Japan and abroad often hold different views about the quality of Japanese
education. Whereas Western researchers are attracted by the academic performance of Japanese students in international assessment
studies, Japanese university professors launched a public debate in 1999 about declining achievement. Both advocates and detractors,
however, assume that students perform equally well or bad, teachers do not differ in their methods, and students are treated
similarly across schools. This study explored the validity of the mutually opposing views about the quality of Japanese education
and addressed the issue of unequal educational opportunities, which has not been investigated based on representative, large-scale
datasets. According to the Programme for International Student Assessment (PISA) studies, Japanese students performed well
but a decline is visible between 2003 and 2006 for mathematics. The PISA studies also indicate that an achievement gap exists
in Japan and that tracking leads to differential school experiences. 相似文献
109.
110.
Architects who use universal design create accessible spaces for diverse users. Jeanne Higbee and Heidi Barajas describe how that model can be adapted to the design of effective learning environments for a wide range of students. 相似文献