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671.
Catherine Milne Kathryn Scantlebury Jason Blonstein Susan Gleason 《Research in Science Education》2011,41(3):413-440
Science education research has examined the benefits of coteaching for learning to teach in elementary and secondary school
contexts where coteachers bring variable levels of experience to the work of coteaching. Coteaching as a pedagogical strategy
is being implemented at the university level but with limited research. Drawing from the field of activity theory and our
emic experience as coteachers, we examine the enactment of coteaching in university science education courses. One of the
tools central to our examination of coteaching included the analysis of disturbances in the work and object of preparing science
teachers. This analysis highlighted the role, during discursive interactions, of problem posing and problem solving for addressing
observed disturbances. The presence of an extra instructor provided increased opportunities in the system for recognizing
and valuing disturbances as indicators of underlying contradictions or tensions in elements of the activity system of the
learning and teaching of science teachers. Our analysis suggests that coteaching offers expanded opportunities for the evolution
of the activity system of preparing science teachers. 相似文献
672.
Clarrice Rapisarda Marty Jencius Jason McGlothlin 《International journal for the advancement of counseling》2011,33(4):361-375
This study examined the experiences of master’s students in regard to their participation in a multicultural role-play and
review process (Jencius et al.
2004). Whereas the literature has supported the use of role-plays as a multicultural training technique (Alvarez and Miville 2003; Vazquez and Garcia-Vazquez 2003), there is a distinct lack of information on the actual role-play experience itself. The data analyzed from participants’
reported experiences about their student counselor and student client roles in this study offers valuable feedback to those
who teach multicultural counseling. Participants reported qualitatively different experiences based on which particular role
they held. 相似文献
673.
Laura Padilla-Gonzalez Amy Scott Metcalfe Jesús F. Galaz-Fontes Donald Fisher Iain Snee 《Compare》2011,41(5):649-668
The present study addresses gender gaps in North American research productivity, which may be influenced by personal and family variables, as well as professional and work-related variables. The study was conducted as part of the Changing Academic Profession (CAP) International Survey, conducted in 2007–08. Using articles as indicator of research productivity, we analyzed the gender gap in publication rates among full-time higher education faculty in our combined sample (Canada, Mexico, and the United States). This analysis has implications for higher education policy. In terms of research productivity, the relative productivity rates of male and female academics have been a policy priority for many years to increase the cumulative rates of research activity. We found that the variables related to research intensity varied by country, providing a more nuanced understanding of the gender gap between male and female faculty. 相似文献
674.
In entry-level university courses in science, technology, engineering, and mathematics fields, students participating in associated laboratory sessions generally do better than those who have no related lab classes. This is a problem when, for various reasons, not enough lab sections can be offered for students and/or when students opt out of optional available lab courses. Faced with such a situation, this study evaluated the efficacy of the peer-led team-learning (PLTL) instructional model as a potential method for narrowing the achievement gap among undergraduate students electing not to enroll in an optional laboratory component of an introductory biology course. In peer-led workshops, small groups of students participated in solving problems and other activities that encouraged active learning. Students led by peer leaders attained significantly higher exam and final course grades in introductory biology than comparable students not participating in PLTL. Among the introductory biology students who opted not to enroll in the optional lab course, those who participated in PLTL averaged more than a letter grade higher than those who did not. This difference was statistically significant, and the PLTL workshops almost entirely closed the achievement gap in lecture exam and final grades for students who did not take the lab. 相似文献
675.
Jordan W. Smith William S. Slocumb Charlynne Smith Jason Matney 《Journal of Map & Geography Libraries》2015,11(2):226-244
Many federal agencies face challenges with designing geospatial data management systems. This paper presents and documents a needs-assessment process that can be employed to prioritize agencies’ geospatial information needs; identify agencies’ capacity to manage a centralized geodatabase; determine agencies’ capacity to deliver Web-mapping services to the public; and identify barriers, such as data security and limited financial resources, that constrain agencies’ ability to design and manage a geospatial data management system. The paper details the needs-assessment process and documents its application to the National Park Service (NPS) Conservation and Outdoor Recreation (COR) Branch programs. The NPS COR Branch is comprised of nine disparate programs, such as the National Trails System and the Rivers, Trails, and Conservation Assistance program, each of which has specific geospatial data management and delivery needs. The needs-assessment process, tested through its application to the NPS COR Branch programs, provides a comprehensive and logical workflow for system developers and administrators to use as they create or refine geospatial data management systems. 相似文献
676.
677.
Three experiments investigated whether the hypercorrection effect – the finding that errors committed with high confidence are easier, rather than more difficult, to correct than are errors committed with low confidence – occurs in grade school children as it does in young adults. All three experiments showed that Grade 3–6 children hypercorrected high confidence errors and the children also claimed that they ‘knew those answers all along.’ Experiment 2 included two second-guess tasks following error commission, one in which the children attempted to choose the correct answer from six options and the other in which they tried to generate a correct second response. Neither provided evidence that children actually knew high confidence corrections all along. Experiment 3, however, showed that the children had some preferential partial knowledge insofar as they needed fewer hints to guess the correct answers to high confidence than to low confidence errors. 相似文献
678.
School psychologists' perceptions of how reading disabilities (RD) should be operationalized were examined and compared to those of journal editorial board members in the learning disabilities field ( Speece & Shekitka, 2002 ). Participants were practicing school psychologists drawn from the membership directory of the National Association of School Psychologists (NASP). The sample consisted of 549 participants and was generally representative of the demographic characteristics of NASP membership at large. Results indicated that over 75% of participants endorsed using treatment validity/response to intervention (RTI), cognitive processing, and phonemic awareness as components of RD operationalization. A large percentage (61.9%) also endorsed use of an IQ‐achievement discrepancy criterion. Statistically significant differences were found between the endorsements of this study's participants and those in the Speece and Shekitka (2002) study, with our participants reporting higher endorsement of RTI, cognitive processing, and IQ‐achievement discrepancy criteria. 相似文献
679.
680.