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161.
Hannah L. Dinnen Jack Baker Renee Dallal Kristy Brann Paul D. Flaspohler 《Psychology in the schools》2020,57(12):1864-1877
This study explored negative emotional, behavioral, and academic performance outcomes for highly mobile students and potential protective factors. Participants were fourth and fifth-grade students (N = 647, 51% male) from three schools with low socioeconomic status, highly mobile student populations within a large, suburban school district in the midwestern United States. Data were collected through student self-report surveys, teacher-report surveys, and school records. Multilevel moderation analysis tested whether school connectedness (SC) or social and emotional competence (SEC) acted as protective factors for highly mobile students, moderating the effect of school mobility on emotional problems and academic performance. Student mobility was associated with more emotional problems and lower academic performance. In contrast to past research, there was not an association between mobility and behavior problems. Although they did not act as protective factors, SC and SEC were independently associated with fewer emotional problems and stronger reading performance for all students, controlling for mobility. Results build on existing evidence that student mobility has negative effects on emotional and academic outcomes and lend support for interventions focused on enhancing SC and SEC of all students, including those at increased risk due to high mobility. 相似文献
162.
Alison Fox Sally Baker Koula Charitonos Victoria Jack Barbara Moser-Mercer 《British Educational Research Journal》2020,46(4):829-847
The rising numbers of forcibly displaced peoples on the move globally, and the challenges with providing access to education, reflect the shifting and complex times that we live in. Even though there has been a proliferation in educational research in the context of forced migration, in line with the increasing number of forced migrants, there has not been a commensurate focus on unpicking the increasingly complex ethical conditions within which researchers and participants operate. To examine this issue, the article provides three narrated accounts by researchers in this field and explores the interaction of researcher and author-researcher voice to critically appraise their research experience and identify critical reflections of understanding of ethics-in-practice in fragile contexts. These narratives are framed by the CERD (consequential, ecological, relational and deontological) ethical appraisal framework, which explores ethical thinking through four ethical lenses. The article contributes to a deeper understanding of ethics-in-practice as a central dimension in educational research. The implications of this work show how a one-size-fits-all approach to ethical appraisal is inappropriate for socially just educational research. This work also illustrates the importance of attending to relationships and voice of the forcibly displaced, both of which are often lacking in educational research in fragile contexts. 相似文献
163.
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165.
Jack R. Farrell 《Research in higher education》1984,20(3):295-308
A review of literature dealing with the relationship between the institutional research function and the decision-making process in higher education reveals a wide range of opinion. At one extreme are those who believe that institutional researchers should be little more than purveyors of data for use by the executive decision makers. At the other extreme are the advocates of an active institutional research role in policy analysis and decision making. A recurring theme in the literature summarized here is the precarious nature of an institutional researcher's position in the unique organizational milieu of higher education. Most sources agree that an institutional research office must be perceived by all parties as completely neutral in order to maintain credibility with both faculty and administration. 相似文献
166.
167.
Jack Snowman 《Educational Psychology Review》1997,9(2):151-170
Teacher education students sometimes question the value of educational psychology courses even though educational psychology textbooks are primarily concerned with understanding and improving classroom teaching and learning. A survey of current educational psychology textbooks and instructors reveals that (a) most texts cover a wide variety of topics, (b) instructors rate most of these topics as important, (c) there are large variations in depth of coverage among texts, and (d) all texts contain numerous classroom applications. The questionable reputation of the educational psychology course may stem from its broad coverage. A dozen or more topics in one semester may decrease the probability that most students will achieve a solid grasp of any one topic, leaving students uncertain about the course's meaning and applicability. A proposed solution is to offer the introductory course as a two-semester sequence, with the second course offered as an elective. 相似文献
168.
This paper is the presentation of a simplified example of a technique, conceived by Yates and later developed by Goodman and Haberman, for the determination of appropriate log-models in the measurement of qualitative data in higher education. 相似文献
169.
James Appleton Frances Lawrenz Elaine Craft Wynn Cudmore Jim Hall Jack Waintraub 《Journal of Science Education and Technology》2007,16(6):491-499
Developing curricular materials for technical and vocational education is particularly challenging because of the comprehensive
requirements for technical education and the rapidity with which technical positions are evolving. Well-educated employees
are expected to have general communication, reasoning, problem-solving, and behavioral skills in addition to occupation-specific
technical knowledge. Furthermore, technical and vocational education materials must meet the needs of various contexts each
with its own unique array of factors which must be accommodated. To assist in the process of materials development, this paper
presents a comprehensive and contextualized model as a guide for curricular developers. This model was formed through the
synthesis of two theoretical and four applied models, with the outline of the applied models occurring as part of a national
evaluation of the National Science Foundation’s Advanced Technological Education Program. Examples illuminating the elements
of the template are provided. 相似文献
170.
Jack Demaine 《British Journal of Sociology of Education》1989,10(2):195-214
This paper is concerned with the ways in which terms and categories are deployed in analyses and discussions of differences in educational achievement between social groups whose identity is usually specified in terms of ‘race’ or ‘ethnicity’. The first part of the paper is didactic, and discusses problems with the use of ‘racial’ terms with respect to social, biological and legal discourse. The second part of the paper examines the consequences of categorisation for analyses of differences in educational achievement, with particular reference to a paper by Mackintosh & Mascie‐Taylor, on which the Swann Committee claims to have relied heavily. 相似文献