全文获取类型
收费全文 | 957篇 |
免费 | 18篇 |
国内免费 | 1篇 |
专业分类
教育 | 692篇 |
科学研究 | 47篇 |
各国文化 | 15篇 |
体育 | 105篇 |
文化理论 | 5篇 |
信息传播 | 112篇 |
出版年
2023年 | 6篇 |
2022年 | 9篇 |
2021年 | 18篇 |
2020年 | 17篇 |
2019年 | 38篇 |
2018年 | 48篇 |
2017年 | 42篇 |
2016年 | 25篇 |
2015年 | 19篇 |
2014年 | 30篇 |
2013年 | 231篇 |
2012年 | 31篇 |
2011年 | 35篇 |
2010年 | 19篇 |
2009年 | 25篇 |
2008年 | 32篇 |
2007年 | 24篇 |
2006年 | 19篇 |
2005年 | 26篇 |
2004年 | 30篇 |
2003年 | 29篇 |
2002年 | 17篇 |
2001年 | 10篇 |
2000年 | 18篇 |
1999年 | 12篇 |
1998年 | 6篇 |
1997年 | 7篇 |
1996年 | 20篇 |
1995年 | 7篇 |
1994年 | 8篇 |
1993年 | 11篇 |
1992年 | 14篇 |
1991年 | 4篇 |
1990年 | 9篇 |
1989年 | 4篇 |
1988年 | 9篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 7篇 |
1983年 | 6篇 |
1982年 | 5篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 7篇 |
1976年 | 5篇 |
1972年 | 3篇 |
1969年 | 1篇 |
排序方式: 共有976条查询结果,搜索用时 15 毫秒
101.
Personality was hypothesized to predict college adjustment because of the role of perceived social support. A sample of 111 freshmen completed measures of personality, perceived social support, and college adjustment twice in their 1st semester. Perceived social support mediated the relationships between 3 personality factors (Emotional Stability, Social Boldness, and Abstractedness) and college adjustment, highlighting perceived social support as a point of intervention to improve 1st‐semester students' college adjustment. 相似文献
102.
The development of a complex rhythmical behavior—clapping—is modeled using a formal, explicit model of coupled oscillator dynamics. Even though this behavior manifests a good deal of nonstationarity and high variability within and across subjects, results indicate that these properties may be dynamically modeled quantitatively as well as qualitatively. Results suggest that clapping goes through a less stable period of relative coordination between 3 and 7 years before more stable absolute coordination is achieved. Nevertheless, in that the clapping behavior is affected in highly predictable ways by inertial loading of the limbs, the same underlying dynamic seems responsible for the coordination of both the younger and older children. Developmentally, the behavior of the coordination variable (relative phase) changes from a nonconstant magnitude in younger clappers to a constant magnitude in older clappers. These results suggest that development of proficiency in rhythmic motor skills displays developmental changes that can be understood well in dynamical terms. 相似文献
103.
104.
This report describes a case study of asecondary school mathematics internship wheremost of the elements of the internship ecologywere aligned with calls by the National Councilof Teachers of Mathematics [NCTM] for reform.Much research has been done on the lack ofimpact of teacher education programs on teacherclassroom behavior. Often this results fromdissonance between the philosophy and goals ofuniversity teacher education programs and thoseof schools. The case documented here offers aninstance of alignment between the universityprogram and the school internship site. Thefindings showed that within this supportiveatmosphere the reform curricular materialsbeing used in the classroom had a strong andlargely positive influence on the character ofthe internship experience, and on the intern'slearning. The form and content of the materials– Core-Plus Mathematics Project'sContemporary Mathematics in Context –supported reform-oriented development for theintern by providing particular foci to theplanning discussions between the intern and thementor. These areas of focus were: (a) themathematics content itself, (b) conceptualunderstanding as a main goal for instruction,and (c) the use of questioning as the bestmeans of guiding students to thatunderstanding. The findings highlight theimportance of developing reform-supportiveenvironments for intern teaching placements. 相似文献
105.
Cynthia G. Parshall Pansy Du Bose Houghton Jeffrey D. Kromrey 《Journal of Educational Measurement》1995,32(1):37-54
A resampling study was conducted to compare the statistical bias and standard errors of nonequivalent-groups linear test equating in small samples of examinees. Sample sizes of 15, 25, 50, and 100 were examined. One thousand samples of each size were drawn with replacement from each of 5 archival data files from teacher subject area tests. For each test, data files from 2 parallel forms were used. Results suggest trivial levels of equating bias even with small samples, but substantial increases in standard errors as sample size decreases. Results were interpreted in terms of applications to testing situations in which small numbers of examinees are available. 相似文献
106.
Benjamin Dotger Sharon Dotger Joanna Masingila Jeffrey Rozelle Mary Bearkland Ashley Binnert 《Research in Science Education》2018,48(3):637-661
Teachers and students struggle with the complexities surrounding the evolution of species and the process of natural selection. This article examines how science teacher candidates (STCs) engage in a clinical simulation that foregrounds two common challenges associated with natural selection—students’ understanding of “survival of the fittest” and the variation of species over time. We outline the medical education pedagogy of clinical simulations and its recent diffusion to teacher education. Then, we outline the study that situates each STC in a one-to-one interaction with a standardized student who is struggling to accurately interpret natural selection concepts. In simulation with the standardized student, each STC is challenged to recognize content misconceptions and respond with appropriate instructional strategies and accurate explanations. Findings and implications center on the STCs’ instructional practices in the simulation and the use of clinical learning environments to foster science teacher learning. 相似文献
107.
Jeffrey Dodgson 《Teaching Statistics》1992,14(2):14-17
This article describes two simple ways to illustrate the important concept in statistical process control known as “hunting”. The two simulations use dice and Minitab respectively. 相似文献
108.
Emily J. Solari Tricia A. Zucker Susan H. Landry Jeffrey M. Williams 《Early education and development》2016,27(7):1060-1076
With increased demand for improved early childhood education services, it is important to better understand the essential professional development resources that have the greatest impact on both teacher and child outcomes. This study compared the effectiveness of two teacher-training models in bilingual Migrant and Seasonal Head Start and Head Start classrooms. Both conditions included the use of a technology-based student progress-monitoring tool. The progress monitoring provided detailed feedback on students’ progress 15 across the academic year and helped organize instructional groupings. The comprehensive treatment condition included biweekly professional development sessions, in-class mentoring, and provision of classroom materials, whereas the treatment-control condition included only the provision of a limited set of classroom materials. Across multiple sites in Texas, 49 pretest and posttest teacher observations and bilingual child assessments were collected on a subsample of students (n = 387). Research Findings: Improvements in teaching behaviors were observed in both experimental conditions; no significant differences were observed between teachers across conditions. Three measures of child language and literacy growth differed significantly, favoring the comprehensive treatment model, but most outcomes did not differ significantly between groups. Practice or Policy: Implications of these mixed findings and future research directions are discussed. 相似文献
109.
Twenty-eight seventh and eighth grade students were randomly assigned to two treatments and a control as they entered the Florida State Museum. All subjects were given set induction materials saying in effect: (1) Treatment-Study the wall panel which is part of the cave exhibit and describes the many biologic relationships and organisms in the cave at the cave entrance. Continue into the cave and study the habitat. When you exit the cave you will be given a test to see how much you learned; (2) Treatment II-Enter the cave and study that habitat. When you exit at the other end, study the wall panel which is part of the cave exit and describes the many biologic relationships and organisms in the cave. After studying this panel you will be given a test to see how much you learned; (3) Control-You will take a walk through exhibits depicting a variety of Florida Habitats and later see a film on the Habitats of Florida that are represented in the museum. Then you will be given a test to determine how much you know about one type of habitat. Both treatments and the control spent equivalent time at their tasks and were confronted with either the cave exhibit as described or the equivalent control experiences. A 25 item criterion test was designed to measure the acquisition of conceptual and factual knowledge and specific attentional factors relative to both the cave and the instructional panel. A Kr-20 indicated that this instrument had a reliability coefficient of 0.80. It was anticipated that the panel, used as an attention directing and controlling device prior to entering the cave (Treatment I) or upon exiting the cave (Treatment II), would function as a forward-shaping or backward review prompting adjunct, hence both should be significantly more effective than the control. This was confirmed (df 2,28; F 8.09) p < 0.01. It was also expected that the forward shaping panel would be more effective than the backward review panel in the tradition of inserted questions in prose research. Although the differences were in this direction, they were not significant (p≤ 0.10). 相似文献
110.