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601.
Chia-Ju Liu Brady Michael Jack Houn-Lin Chiu 《International Journal of Science and Mathematics Education》2008,6(1):19-35
This paper presents the results of a case study involving 282 Taiwanese elementary science teachers at the elementary level.
These teachers provided responses to the science efficacy instrument (STEBI-A) and also provided personal data regarding how
their years of general (YTE) and science (YTS) teaching experience may have influenced student achievement in science. Researchers
used two multivariate analysis of variance (MANOVA) to investigate the interaction and influence of YTE and YTS upon the personal
science teaching efficacy (PSTE) and science teaching outcome expectations (STOE) of these teachers. The results advocate
the position that the years of general teaching experience of elementary science teachers in Taiwan have a significantly greater
impact upon their personal science teaching efficacy and science teaching outcome expectations than years of teaching science.
This evidence calls into question whether Bandura and Tschannen-Moran’s view of teacher efficacy as both context and subject
matter specific at the elementary level can be applied to Taiwan elementary teachers who teach science. The results of this
study should benefit educators and policy-makers with respect to future elementary teacher education throughout Taiwan and
other developing nations.
An erratum to this article can be found at 相似文献
602.
Howard P. Parette Nichole M. Boeckmann Jack J. Hourcade 《Early Childhood Education Journal》2008,36(2):161-170
This paper outlines the use of the Writing with Symbols 2000 software to facilitate emergent literacy development. The program’s use of pictures incorporated with text has great potential
to help young children with and without disabilities acquire fundamental literacy concepts about print, phonemic awareness,
alphabetic principle, vocabulary development, and comprehension. The flexibility and features of the software allow early
childhood professionals to create a variety of early literacy tools for the classroom, including worksheets, storybooks, and
interactive activities. 相似文献
603.
Jack M. Fletcher 《Journal of research on educational effectiveness》2014,7(3):294-299
AbstractThe three target articles provide examples of intervention studies that are excellent models for the field. They rely on rigorous and elegant designs, the interventions are motivated by attention to underlying theoretical mechanisms, and longitudinal designs are used to examine the duration of effects of interventions that occur. When studies are carefully designed, effect sizes tend to be modest. We argue that the meaningfulness of effect sizes should not necessarily be determined with reference to Cohen's rule of thumb, and that modest effect sizes can result in major change in performance if they cumulate. 相似文献
604.
Jack Bratich 《传播与批判/文化研究》2014,11(1):64-73
This article assesses Occupy Wall Street as an amalgamation of mediated processes of subjectivation associated with marginal popular culture (memes, meme-platforms, Anonymous operations). This accumulation, I argue, is part of a broader convergence of agencements, of subjectifying processes that took place on and offline, in and out of concentrated occupied zones. OWS gives us one example in response to Toni Negri's call for a genealogy of dispositifs of subjectivation from the perspective of resistance. In addition to examining the accumulation of mediated subjective apparatuses, I propose we think of OWS as an ecology, one that engenders an antagonistic response by a militarized biopolitical state subject (itself an accumulation). I end with some preliminary thoughts on OWS' recomposition after the state's decompositional dispositifs. 相似文献
605.
Denton CA Cirino PT Barth AE Romain M Vaughn S Wexler J Francis DJ Fletcher JM 《Journal of research on educational effectiveness》2011,4(3):208-230
This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2 sessions per week, 16 weeks; n = 62) schedules. All at-risk readers, identified through screening followed by 8 weeks of oral reading fluency (ORF) progress monitoring, received the same Tier 2 reading intervention in groups of 2 to 4 beginning in January of Grade 1. Group means were higher in word reading and ORF at the final time point relative to pretest; however, the groups did not differ significantly on any reading outcome or on rates of adequate intervention response. Of potential covariates, site, age, free lunch status, program coverage rate, and tutor were significantly related to student outcomes; however, the addition of these variables in multivariate models did not substantially change results. Rates of adequate intervention response were lower than have been reported for some first-grade interventions of longer duration. 相似文献
606.
Jack Schneider 《教育政策杂志》2014,29(4):425-442
Teach For America (TFA), an organization that places college graduates in urban and rural classrooms for two-year terms of service, is lauded by reformers who see its five-week summer training institute as evidence that teachers have little to learn before entering classrooms. Yet, while boosters see TFA as a radical alternative to traditional teacher education, a look at the evolution of their increasingly robust summer training model hardly affirms that perception. In fact, much of what is done in the summer institute parallels the work of traditional teacher education programs in the USA – a surprising state of affairs given the rhetoric of so many TFA supporters. This project traces the evolution of TFA’s summer training institute across two decades, highlighting the growing divide between TFA’s outward-facing image and its actual work. Framing TFA’s summer institute as a case study for examining the relationship between rhetoric and practice in education, the article raises broader questions about how the policy-making context affects the construction and perception of reality. 相似文献
607.
Jack A. Hyman Mary T. Moser Laura N. Segala 《Educational technology research and development : ETR & D》2014,62(1):35-52
Mobile information technology is changing the education landscape by offering learners the opportunity to engage in asynchronous, ubiquitous instruction. While there is a proliferation of mobile content management systems being developed for the mobile Web and stand-alone mobile applications, few studies have addressed learner expectations and usage intent in consuming digital documents from online content providers and digital libraries with specific emphasis on formal instruction. Understanding usage intent and actual usage of a mobile learning agent as a result of ease of use and usefulness of mobile devices will be addressed in this study. A research framework for instructional technology usage is proposed to help better articulate critical success factors in implementing formal learning using a mobile device, specifically an electronic reader or a tablet computer. 相似文献
608.
Greg H. Frith Jack Lamb 《International Journal of Disability, Development & Education》1984,31(2):99-103
The need to provide educational and therapeutic services for profoundly emotionally handicapped children has been well documented in the professional literature. The purpose of this article is to describe a local program for this population of children. The program, known as ADAPT, is operated by the Hillsborough County School System in Tampa, Florida. 相似文献
609.
Dr. Simpkins is an assistant professor in the department of advertising at Michigan State University, while Mr. Smith is a media analyst at Campbell‐Ewald, Inc. in Detroit. The research that follows offers some useful advice to producers of commercials and other material using a musical background. 相似文献
610.
Mathematical learning difficulties and PASS cognitive processes 总被引:4,自引:0,他引:4
This study examined the relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. The Cognitive Assessment System (CAS) was used to measure the PASS processes for a group of 267 Dutch students with MLD who attended either general or special education. The results showed that students with MLD performed lower than their peers on all CAS scales and that the MLD group contained many students with cognitive weaknesses in planning or successive processing. Moreover, students who had specific difficulties with the acquisition of basic math facts, the automatization of such facts, or word-problem solving were found to have distinct PASS cognitive profiles. In order to investigate the relationships between cognitive abilities and improvement in the mastery of basic math facts and problem solving, 165 of the students with MLD were given a special multiplication intervention. It appeared that the effectiveness of this particular intervention did not differ across the groups of students with specific cognitive weaknesses. 相似文献