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691.
Anna Wilson Cate Watson Terrie Lynn Thompson Valerie Drew Sarah Doyle 《Teaching in Higher Education》2017,22(8):991-1007
Learning analytic implementations are increasingly being included in learning management systems in higher education. We lay out some concerns with the way learning analytics – both data and algorithms – are often presented within an unproblematized Big Data discourse. We describe some potential problems with the often implicit assumptions about learning and learners – and indeed the tendency not to theorize learning explicitly – that underpin such implementations. Finally, we describe an attempt to devise our own analytics, grounded in a sociomaterial conception of learning. We use the data obtained to suggest that the relationships between learning and the digital traces left by participants in online learning are far from trivial, and that any analytics that relies on these as proxies for learning tends towards a behaviorist evaluation of learning processes. 相似文献
692.
Laura G. Hensley Sondra L. Smith R. Waller Thompson 《Counselor Education & Supervision》2003,42(3):219-230
In this article, the authors examine the complexities of assessing the professional and personal development of counselors‐in‐training. The authors discuss a set of issues the profession must address in an effort to reduce inconsistencies and uncertainties related to student assessment, and the authors provide questions, recommendations, and future directions for assessing student competencies in the areas of professional and personal development. 相似文献
693.
Mark E. Thompson 《Research in higher education》1976,5(4):365-372
The purpose of this study is to determine if the prediction of college success can be improved with the Student Attitude Inventory (SAI). This inventory was developed in Britain and contains 47 items which attempt to identify students in higher education on the basis of: (1) motivation, (2) study methods, (3) examination technique, and (4) lack of distractions toward academic work. Students in six Kentucky community colleges were asked to express their attitudes toward study habits on the Student Attitude Inventory. There were 996 students in the sample population (413 males and 583 females). A measure of ability (composite American College Test score) and academic performance (cumula grade-point average) were obtained for each student sampled. The Student Attitude Inventory did contribute a statistically significant amount of variance beyond an ability measure for males and females. 相似文献
694.
Jackson S Thompson RA Christiansen EH Colman RA Wyatt J Buckendahl CW Wilcox BL Peterson R 《Child abuse & neglect》1999,23(1):15-29
OBJECTIVE: According to sociological and ecological models of abuse, typically nonabusive parents could behave abusively towards their children under certain circumstances. The purpose of this study was to examine factors that place parents at risk of abusing their children by predicting parents' use of discipline practices and attitudes that may bias parents towards abusive behaviors, which we refer to as abuse-proneness. METHOD: A telephone interview was administered by the Gallup Organization to a nationally representative sample of 1,000 parents. Using a set of theoretically relevant risk factors, multiple regression was used to predict variations in parental attitudes (i.e., attitudes towards physical discipline and attitudes that devalue children) and parental discipline practices (i.e., physical discipline, nonphysical discipline, and verbal abuse). RESULTS: The findings confirmed the importance of examining elements of parental attitudes, history, personality characteristics, as well as religion and ideology in predicting abuse proneness. Child age also was an important predictor in all analyses except predicting parental attitudes that devalue children. The findings suggest also, however, that it may be unduly simplified to regard parents as somewhere on a continuum of nonpunitive to punitive disciplinarians. Social isolation was not a significant predictor in any of the analyses. CONCLUSIONS: Although many important theoretical predictors of abuse proneness were confirmed, many questions arise regarding the diversity of discipline practices that parents use, and the relevance of child's age and social isolation in predicting abuse proneness. Implications for practitioners and future research are discussed. 相似文献
695.
The purpose of this study was to investigate school psychologists' attitudes toward lesbians and gay males. Aspects of school psychologists' knowledge, beliefs, current practices, and levels of preparedness related to issues of sexual orientation were also explored. A sample of 288 school psychologists (215 females and 73 males, mean age = 44 years) who were members of NASP participated in this study. Participants completed research packets containing a hypothetical case analogue vignette and three questionnaires querying their attitudes, beliefs, and knowledge about issues of sexual orientation. The results indicated school psychologists endorse relatively positive attitudes toward lesbians and gay males, report low‐to‐moderate levels of knowledge about lesbian and gay male issues, are willing to address lesbian and gay male issues on the job, are generally aware of how such issues impact schools, and are inadequately prepared to deal with lesbian and gay male issues. These findings are discussed in relation to their impact on the field and the implications for graduate training. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 201–210, 2004. 相似文献
696.
Patrick W. Thompson 《Educational Studies in Mathematics》1994,26(2-3):229-274
Conceptual analyses of Newton's use of the Fundamental Theorem of Calculus and of one 7th-grader's understanding of distance traveled while accelerating suggest that concepts of rate of change and infinitesimal change are central to understanding the Fundamental Theorem. Analyses of a teaching experiment with 19 senior and graduate mathematics students suggest that students' difficulties with the Theorem stem from impoverished concepts of rate of change and from poorly-developed and poorly coordinated images of functional covariation and multiplicatively-constructed quantities.Research reported in this paper was supported by National Science Foundation Grants No. MDR 89-50311 and 90-96275, and by a grant of equipment from Apple Computer, Inc., Office of External Research. Any conclusions or recommendations stated here are those of the author and do not necessarity reflect official positions of NSF or Apple Computer. Also, I wish to thank Paul Cobb and Guershon Harel for their helpful reactions to an earlier draft of this article. 相似文献
697.
Yi‐Hsin Chen Sharon L. Senk Denisse R. Thompson Kevin Voogt 《Journal of Educational Measurement》2019,56(4):733-756
The van Hiele theory and van Hiele Geometry Test have been extensively used in mathematics assessments across countries. The purpose of this study is to use classical test theory (CTT) and cognitive diagnostic modeling (CDM) frameworks to examine psychometric properties of the van Hiele Geometry Test and to compare how various classification criteria assign van Hiele levels to students. The findings support the hierarchical property of the van Hiele theory and levels. Using conventional and combined criteria to determine mastery of a level, the percentages of students classified into an overall level were relatively high. Although some items had aberrant difficulties and low item discrimination, varied selection of the criteria across levels improved item discrimination power, especially for those items with low item discrimination index (IDI) estimates. Based on the findings, we identify items on the van Hiele Geometry Test that might be revised and we suggest changes to classification criteria to increase the number of students who can be assigned an overall level of geometry thinking according to the theory. As a result, practitioners and researchers may be better positioned to use the van Hiele Geometry Test for classroom assessment. 相似文献
698.
Thanh Pham Michael Tomlinson Chris Thompson 《Globalisation, Societies & Education》2019,17(3):394-405
This study deployed a qualitative approach to explore an alternative perspective regarding graduate migrants’ employability. Twenty graduate migrants in Australia participated in in-depth interviews. Findings revealed graduate migrants faced various challenges in the target labour market, and to successfully secure employment it was important for them to develop key forms of capital – i.e., excellent technical knowledge, relationships with ‘significant others’, strong career identity and psychological resilience, and exercise agency in interlinking these capitals so that they could make use of their strengths and coat weaknesses. Results from the study imply that managing, teaching, and professional staff members should collaborate closely to develop well-rounded programmes to sufficiently equip international students with multidimensional resources. 相似文献
699.
Linda Thompson 《International Journal of Early Years Education》1997,5(2):139-151
This paper presents a time‐on‐task analysis for a group of six 3‐year‐old children during their first term in a multilingual nursery school. The children are third‐generation British, born to families who are settled migrants. Data were collected using observation schedules specially designed to gather contextual data (Geertz, 1975), to describe the ways in which these young pupils spent their time in the nursery school. The children were observed on two separate occasions, on their first day in the nursery and then again 12 weeks later towards the end of their first term in formal education. Data analysis will be presented in the form of graphs to demonstrate the change in the patterns of time‐on‐task during the period of enculturation into the school environment. Findings differ from previous time‐on‐task analyses for monolingual children of a comparable age in a similar setting (Sylva et al., 1980). 相似文献
700.
In the Jackson and Coltheart theory of acquisition of word reading it is claimed that, near the beginning of the partial alphabetic
phase of development, children have full use of abstract letter units (ALUs). This claim and less exclusive alternatives were
examined. In Experiment 1, normal progress children with on average 9 months of school reading instruction, either with or
without explicit phonics, read with moderate accuracy (orthographically) familiar words in upper-case letters (e.g., AND)
that are visually dissimilar from their lower-case forms. Lower-case forms were read with greater accuracy but only for familiar
words, there being no letter-case effect for less familiar words. Children with explicit phonics showed less impairment in
reading accuracy when words were presented in upper-case form than children without such phonics. Children with on average
22 months of instruction, in Experiment 2, read relatively unfamiliar words that required some phonological mediation. Those
without explicit phonics instruction read words with digraphs in unfamiliar upper case less accurately than in lower case,
while those with explicit phonics showed no such letter-case difference. The results supported the view that children do not
have full use of ALUs in early alphabetic reading, both children with and without explicit phonics to some extent using letter
identities specific to lower case for representation of familiar words. 相似文献