全文获取类型
收费全文 | 752篇 |
免费 | 15篇 |
专业分类
教育 | 511篇 |
科学研究 | 58篇 |
各国文化 | 15篇 |
体育 | 85篇 |
文化理论 | 8篇 |
信息传播 | 90篇 |
出版年
2023年 | 3篇 |
2022年 | 11篇 |
2021年 | 14篇 |
2020年 | 23篇 |
2019年 | 40篇 |
2018年 | 54篇 |
2017年 | 62篇 |
2016年 | 51篇 |
2015年 | 20篇 |
2014年 | 30篇 |
2013年 | 168篇 |
2012年 | 28篇 |
2011年 | 34篇 |
2010年 | 24篇 |
2009年 | 26篇 |
2008年 | 32篇 |
2007年 | 19篇 |
2006年 | 21篇 |
2005年 | 15篇 |
2004年 | 8篇 |
2003年 | 15篇 |
2002年 | 8篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 5篇 |
1998年 | 2篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 3篇 |
1990年 | 1篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1973年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1964年 | 1篇 |
排序方式: 共有767条查询结果,搜索用时 0 毫秒
761.
In this article we argue for the spatialization of research on educational transfer in the field of comparative education within a theoretical framework that focuses on networks, connections, and flows. We present what we call a "spatial empire of the mind," which is comprised of a set of taken-for-granted "truths" about space and place that have legitimized much research in the social sciences. We critique this spatial empire of the mind and present some of the core ideas associated with the spatial turn. The next part of the article reviews three possible ways that new spatial theorizing has been taken up in educational research. Here we make reference to existing educational studies that engage with new ways of rethinking space and place. The argument that we put forward is that the most promising approach, for research on educational transfer within the field of comparative education, is network spatiality. We argue that there is great value in rethinking space and place not simply as objects of study, but within a theoretical framework that focuses on networks, interconnections, and movements within and between them, as well as their productive capacity to produce and shape knowledge, identities, and human subjectivities. 相似文献
762.
Envisioning Equitable Classrooms That Enhance All Students’ Wonderful Ideas: A Duckworth Perspective
Suzanne M. Nesmith Jason F. Trumble Sarah J. Haugh-Villareal Kelsie S. Porter Megan A. Schaum Erin M. Spencer 《Journal of Latinos & Education》2014,13(3):238-239
This synopsis centers on Eleanor Duckworth’s ideas about the relationship between education and intellectual development. Specifically, Duckworth described the essence of intellectual development as the “having of wonderful ideas” and the essence of pedagogy as the creation of occasions to “have wonderful ideas.” As opposed to accepting the persistent, pernicious educational belief that there is a single, best way to understand and a single, best way of explaining this understanding, Duckworth determined that all children can come to comparable, equally satisfactory, wonderful understandings when provided occasions to do so. 相似文献
763.
The importance‐performance analysis (IPA) is a tool that can provide timely and usable feedback to improve training. IPA measures the gaps between the importance and how “good” (performance) a class is perceived by a student and is presented on a 2x2 matrix. The quadrant in which data land in this matrix aids in determining potential future action. This article focuses on integrating IPA into Kirkpatrick's (1959) four‐level framework of evaluation. Examples and suggestions for improving training are discussed. 相似文献
764.
Stability of Attachment Style in Adolescence: An Empirical Test of Alternative Developmental Processes
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Jason D. Jones R. Chris Fraley Katherine B. Ehrlich Jessica A. Stern C. W. Lejuez Phillip R. Shaver Jude Cassidy 《Child development》2018,89(3):871-880
Few studies have examined stability and change in attachment during adolescence. This 5‐year longitudinal study (a) examined whether prototype or revisionist developmental dynamics better characterized patterns of stability and change in adolescent attachment (at T1, N = 176; Mage = 14.0 years, SD = 0.9), (b) tested potential moderators of prototype‐like attachment stability, and (c) compared attachment stability in adolescence to stability in adulthood. The results supported the prototype model, which assumes that there is a stable, enduring factor underlying stability and change in attachment. Exploratory moderation analyses revealed that family conflict, parental separation or divorce, minority status, and male sex might undermine the prototype‐like stability of adolescent attachment. Stability of attachment was lower in adolescence relative to adulthood. 相似文献
765.
Florence Gabriel Jason Signolet Martin Westwell 《International Journal of Research & Method in Education》2018,41(3):306-327
Mathematics competency is fast becoming an essential requirement in ever greater parts of day-to-day work and life. Thus, creating strategies for improving mathematics learning in students is a major goal of education research. However, doing so requires an ability to look at many aspects of mathematics learning, such as demographics and psychological dispositions, in an integrated way as part of the same system. Large-scale assessments such as the Programme for International Student Assessment (PISA) provide an accessible and large volume of coherent data, and this gives researchers the opportunity to employ data-driven approaches to gain an overview of the system. For these reasons, we have used machine learning to explore the relationships between psychological dispositions and mathematical literacy in Australian 15-year-olds using the PISA 2012 data set. Our results from this strongly data-driven approach re-affirm the primacy of mathematics self-efficacy and highlight novel complex interactions between mathematics self-efficacy, mathematics anxiety and socio-economic status. In this paper, we demonstrate how education researchers can usefully employ data-driven modelling techniques to find complex non-linear relationships and novel interactions in a multidimensional data set. 相似文献
766.
Staci M. Zavattaro Kristina Kus Jason Lademann Elizabeth Peeple-Briggs 《College Teaching》2018,66(2):88-97
This article details decisions made to flip a small, public administration graduate-level course in real time. Interweaving student feedback with instructor notes and reflections gives a unique, personal look into a scenario-based course that changed weekly. We detail this dynamism, highlighting successes and failures in flipping the classroom. Students were positively able to apply administrative theories in real time but struggled to maintain relevance and connection to the readings. The narrative details how we all collaborated on an innovative pedagogical practice to apply public sector theories in real time. 相似文献
767.
Sarah Mc Fie Shameemah Abrahams Jon Patricios Jason Suter Michael Posthumus 《Journal of sports sciences》2018,36(8):920-933
The objective was to investigate the relationship between Catechol-O-methyltransferase (COMT) rs4680 and serotonin-transporter-linked polymorphic region (5-HTTLPR) genotypes with concussion history and personality traits. Rugby players (“all levels”: n = 303), from high schools (“junior”, n = 137), senior amateur, and professional teams (“senior”, n = 166), completed a self-reported concussion history questionnaire, Cloninger’s Tridimensional Personality Questionnaire, and donated a DNA sample. Participants were allocated into control (non-concussed, n = 140), case (all) (previous suspected or diagnosed concussions, n = 163), or case (diagnosed only) (previous diagnosed concussion, n = 140) groups. COMT rs4680 Val/Val genotypes were over-represented in controls in all levels (P = 0.013, OR:2.00, 95% CI:1.15–3.57) and in juniors (P = 0.003, OR:3.57, 95% CI:1.45–9.09). Junior Val/Val participants displayed increased “anticipatory worry” (P = 0.023). The 5-HTTLPR low expressing group was under-represented in controls when all levels were considered (P = 0.032; OR:2.02, 95% CI:1.05–3.90) and in juniors (P = 0.021; OR:3.36, 95% CI:1.16–9.72). Junior 5-HTTLPR low and intermediate expressing groups displayed decreased “harm avoidance” (P = 0.009), “anticipatory worry” (P = 0.041), and “fear of uncertainty” (P < 0.001). This study provides preliminary indications that personality associated genetic variants can influence concussion in rugby. 相似文献