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141.
Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using the Electronic Quality of Inquiry Protocol, which is designed, among other things, to measure observable aspects of student cognitive engagement and discourse factors during science instruction. Results from these observations indicate positive correlations between students’ cognitive engagement and the following aspects of classroom discourse: questioning level, complexity of questions, questioning ecology, communication patterns, and classroom interactions. A sequential explanatory mixed-methods design provides a detailed look at each aspect of classroom discourse which showed a positive effect on student cognitive level during science instruction. Implications for classroom practice, teacher education, and professional development are discussed. 相似文献
142.
Often, when an evaluation is needed, there is always a tendency to jump into data collection without first considering what might be already available. This paper demonstrates how an existing student database from a large school district could be used to provide some rigorous evidence regarding the impact of a supplementary teacher professional development programme on student achievement. Randomization was not possible in this study but to ensure rigour, matching of the treatment and the comparison groups was done on variables that were considered highly predictive of future achievement. The two groups were matched at the class level on course type, grade level and prior achievement. Next, hierarchical linear modelling was used to further control for selection bias between the two groups. According to the statistical theory on selection bias, this two‐part process of matching and modelling removes all the observed bias. This illustration shows that performing a rigorous quasi‐experimental study is possible in education even when there are limiting circumstances to conducting a randomized experiment. 相似文献
143.
Chris James Sarah Fitzgerald Tom Fellows Janet Goodall Ioannis Costas Batlle Jeff Jones 《School Leadership & Management》2013,33(5):478-495
ABSTRACTAppointing a headteacher in England is important but under-researched, hence the study reported here. We interviewed and surveyed chairs of governing boards that had recently undertaken the appointment process. Governing bodies follow broadly similar recruitment and selection processes, which have a number of problematic aspects: the unique nature of the context; the complexity of the processes; ensuring adequate recruitment; the processes are demanding, resource intensive, a considerable responsibility and difficult to organise especially when there are internal candidates; the skills required are specialised; engaging external expertise can be beneficial, but not without challenges; and the chair’s involvement is typically substantial. 相似文献
144.
The purpose of this study was to examine the role of achievement goals in online test anxiety and help-seeking while controlling for self-efficacy and potential demographic differences. A total of 150 online students participated in the survey. Separate hierarchical regression analysis results suggested the differential roles of achievement goals in online test anxiety and help-seeking. Avoidance goals were found to be predictive of online test anxiety, whereas only students with performance-avoidance goals unexpectedly reported more online help-seeking. Further, while self-efficacy predicted both test anxiety and help-seeking, undergraduate students reported more help-seeking than their graduate counterparts. Implications and future directions of the study are discussed. 相似文献
145.
Warren Hunt Colin Birch Jeff Coutts Frank Vanclay 《The Journal of Agricultural Education and Extension》2013,19(1):9-26
Abstract Purpose: This article outlines the development of extension as a discipline in Australia, its organization, and the ideological changes that have occurred from the second half of the nineteenth century through to the present. Design/Methodology/Approach: It considers the evolution of extension across the different states of Australia from a national perspective and describes how the research development and extension (RD&E) complex has rotated through cycles of crises, highs, awakenings in thought and practice, and periods where achievements and institutions unravel. Findings: Discussed is the tension between public and private sector extension, as well as the successes and failures of various paradigms. It considers the impacts of different agricultural policy on Australian agricultural RD&E across the decades. In particular it deals with the current ‘unravelling’ of the agricultural RD&E system in Australia, and tries to anticipate future demands on agricultural extension and how these services might be delivered into the future. Practical Implications: The article challenges the reader to consider the discipline of extension as a subset of the greater society in which it exists. It provides an insight into how the agricultural research, development and extension capacity of a nation can be observed to ebb and flow over generations in accord with the rhythm of society. Originality/Value: The article presents a perspective that has not been fully captured or understood until now. 相似文献
146.
In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a ‘peer-to-peer business programme’, or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a ‘Six-Squared’ model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. 相似文献
147.
148.
Patrick Obrien Kenning Arlitsch Leila Sterman Jeff Mixter Jonathan Wheeler Susan Borda 《图书馆管理杂志》2013,53(7):854-874
ABSTRACTA primary impact metric for institutional repositories (IR) is the number of file downloads, which are commonly measured through third-party Web analytics software. Google Analytics, a free service used by most academic libraries, relies on HTML page tagging to log visitor activity on Google's servers. However, Web aggregators such as Google Scholar link directly to high value content (usually PDF files), bypassing the HTML page and failing to register these direct access events. This article presents evidence of a study of four institutions demonstrating that the majority of IR activity is not counted by page tagging Web analytics software, and proposes a practical solution for significantly improving the reporting relevancy and accuracy of IR performance metrics using Google Analytics. 相似文献
149.
During feedback interventions (FIs), instructors may feel torn between directing students’ learning or maintaining productive rapport with them. Existing research suggests how instructional communication can achieve both outcomes. This study examined how students’ motivation to learn and perceptions of fairness were enhanced or eroded via particular instructional behaviors. Actual face-threat mitigation (FTM) tactics and teacher nonverbal immediacy (TNI) cues were manipulated in differing combinations to manage an FI situation, with varying effects on the outcome variables. Multivariate analysis detected main effects and a significant interaction effect between FTM and TNI regarding students’ motivation to learn, but main effects only for their perceptions of interactional fairness. Theoretical and pedagogical implications are discussed in light of self-determination, facework, approach-avoidance, and feedback intervention theories. 相似文献
150.
This study compared college course grade outcomes, both during and after high school, of dual-enrollment students to those of traditional students. The study was based on a large, multiyear sample of Iowa high school and community college students. The results showed that while in high school, dual-enrollment students consistently outperformed traditional students in community college courses. However, much of the difference might be due to underlying differences in the two groups associated with the type of college the students chose to attend after high school (i.e., four-year vs. two-year). Dual enrollment students tended to perform about the same as traditional students in terms of post-high-school community college course grades. For students who enrolled in four-year institutions after high school, analyses of college course grade data suggested a small positive effect of dual enrollment on first-year college grade point average (GPA). 相似文献