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961.
Taught Master's students have been largely overlooked in research into learners' engagement with digital technologies. This article reports work to redress this imbalance, in which an extended email correspondence was conducted with 23 Master's students. Specifically, it investigates (1) the extent to which these students start their courses both functionally competent in the use of IT and digitally literate, and (2) the relationship between students' engagement with digital technologies and their experience of transition to postgraduate study in five areas: knowledge and skills, autonomy, ‘deeper’ learning, enculturation into an academic community, and self-concept. Findings suggest that students may initially be less functionally competent in IT than might be expected, but use these tools in an informed manner. Engagement with a wider range of digital technologies parallels their shift from novice to expert practice and their developing self-concept as researchers; however, non-digital means also remain important in mediating all aspects of transition. 相似文献
962.
BJ Buchwitz CH Beyer JE Peterson E Pitre N Lalic PD Sampson BT Wakimoto 《CBE life sciences education》2012,11(3):273-282
Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula. 相似文献
963.
Pamela Qualter Kathryn.J. Gardner Debbie.J. Pope Jane.M. Hutchinson Helen E. Whiteley 《Learning and individual differences》2012,22(1):83-91
This study examines the long-term effects of ability- and trait EI on academic performance for British adolescents. The sample comprised 413 students from three secondary schools in the North-West of England. Students completed tests of ability EI, trait EI, personality, and cognitive ability in Year 7 (mean age = 11 years 2 months). Performance data at the end of Year 11 (mean age = 15 years 10 months) were collected. Structural Equation Modelling examined the longitudinal relationships between latent variables of these constructs. Results show that the importance of ability EI resides in the fact that it moderates the effect of cognitive ability on performance in Year 11. Trait EI has a direct effect on Year 11 performance for boys only. This suggests that initiatives that help to develop ability EI and increase trait EI offer educators opportunities to improve educational achievement. 相似文献
964.
Peter Shea Suzanne Hayes Sedef Uzuner Smith Jason Vickers Temi Bidjerano Alexandra Pickett Mary Gozza-Cohen Jane Wilde Shoubang Jian 《The Internet and Higher Education》2012,15(2):89-95
This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology-mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new conceptual element — learning presence. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades. 相似文献
965.
Kim Beswick Rosemary Callingham Jane Watson 《Journal of Mathematics Teacher Education》2012,15(2):131-157
In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year
professional learning programme. The instrument was designed to assess the aspects of teachers’ knowledge identified by Shulman
(1987) refined by Ball et al. (2008) and extended to include teachers’ confidence to use and teach various topics in the middle school mathematics curriculum
and their beliefs about mathematics teaching and learning. Based on a hierarchical coding of items, the application of the
partial credit Rasch model revealed that the profile items were measuring a single underlying construct and suggested that
the various facets of teacher knowledge develop together. We describe the characteristics of four levels of the hierarchical
construct measuring teacher knowledge and understanding for teaching mathematics in the middle years of schooling, and discuss
the unique affordances of a holistic view of teacher knowledge in contrast to considerations of multiple knowledge categories. 相似文献
966.
In this article we present an overview of a recently launched cohort-based Ed.D. program that prepares participants to conduct group dissertations. The program, a hybrid model of online learning activities and monthly face-to-face class sessions, is delivered through a partnership between a university’s college of education and the administrative office of a statewide system of community and technical colleges. Discussion begins with a review of the pedagogical rationale that informed program design and instructional practices, followed by a presentation of key program elements tracing the development of the cohort through an innovative, collaborative dissertation process still in progress. 相似文献
967.
The success of Finland in the Programme for International Student Assessment (PISA) highlights the quality of Finnish teacher education underpinning its consistently high performance in the survey. In 2010 the UK government initiated a masters in teaching and learning (MTL) in order to raise the education level of teachers, following Finland’s teacher education model. Educationists both past and present, however, warn against ‘quick fix’ political solutions and of the consequences of ‘uncritical policy transfer’. For an educational policy to be effectively borrowed, it must travel through different stages. In this article we argue that the MTL has been implemented in the hope of quick solutions to long-term difficulties; we also maintain that the MTL has applied distinctly English factors into the Finnish model and was achieving informed policy transfer. Nevertheless, the rapid introduction and withdrawal of the programme has not allowed for the MTL to reach complete policy borrowing. 相似文献
968.
In spite of important differences in some of the resources immigrant parents have to invest in their children, and in immigrant selection rules and settlement policies, there are significant similarities in the relative positions of 4- and 5-year-old children of immigrants in Australia, Canada, the United Kingdom, and the United States. Children of immigrants underperform their counterparts with native-born parents in vocabulary tests, particularly if a language other than the official language is spoken at home, but are not generally disadvantaged in nonverbal cognitive domains, nor are there notable behavioral differences. These findings suggest that the cross-country differences in cognitive outcomes during the teen years documented in the existing literature are much less evident during the early years. 相似文献
969.
Children in Kenya’s Kisumu District Primary Schools (N?=?430) completed three measures of trauma. Respondents completed the My Worst Experience Scale (MWES; Hyman and Snook 2002) and its supplement, the School Alienation and Trauma Survey (SATS; Hyman and Snook 2002), sharing their worst experiences overall and specifically in schools. Participants also completed the Trauma and Attachment Belief Scale (TABS; Pearlman 2003), addressing their experiences of violence. The study examined children’s perceptions about themselves and others in the aftermath of violent experiences and the relationship between children’s trauma symptoms from experiencing violence and their social and academic functioning. Differences in the presence, frequency, and severity of symptoms emerged, with a large percentage attaining statistical and clinical significance. Research and practice implications are provided. 相似文献
970.
Carmelita Pickett Jane Stephens Rusty Kimball Diana Ramirez Joel Thornton Nancy Burford 《资料收集管理》2013,38(3):165-181
Academic libraries have a long tradition of endorsing and creating written collection development policies to communicate, both internally and externally, their dynamic collection practices. As revealed by a literature search, academic libraries, over time, appear to have abandoned this practice. This article documents how Texas A&M University Libraries embraced the ambitious task of resurrecting written collection development policies and, as part of this process, assessed the current state of collection development, systematically planned for future collection growth, and identified emerging fields of research requiring additional collection support. This process also undertook the integration of collection development into the organizational culture of the libraries. Reflecting on this process, the authors present the case for creating and maintaining written collection development policies in academic libraries. 相似文献