全文获取类型
收费全文 | 401篇 |
免费 | 9篇 |
专业分类
教育 | 277篇 |
科学研究 | 31篇 |
各国文化 | 21篇 |
体育 | 28篇 |
文化理论 | 2篇 |
信息传播 | 51篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 4篇 |
2020年 | 16篇 |
2019年 | 19篇 |
2018年 | 22篇 |
2017年 | 21篇 |
2016年 | 21篇 |
2015年 | 17篇 |
2014年 | 14篇 |
2013年 | 78篇 |
2012年 | 8篇 |
2011年 | 15篇 |
2010年 | 12篇 |
2009年 | 19篇 |
2008年 | 17篇 |
2007年 | 10篇 |
2006年 | 9篇 |
2005年 | 5篇 |
2004年 | 7篇 |
2003年 | 5篇 |
2002年 | 8篇 |
2001年 | 4篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 4篇 |
1995年 | 9篇 |
1994年 | 3篇 |
1993年 | 7篇 |
1992年 | 5篇 |
1991年 | 7篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1970年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有410条查询结果,搜索用时 15 毫秒
41.
Nadine Engels Antonia Aelterman Karen Van Petegem Annemie Schepens 《Educational studies》2004,30(2):127-143
The Flemish government considers well-being of pupils as an important output indicator for the quality of education. The education inspectorate needed an instrument to measure this well-being in a school context, an instrument that should also be a basis for actions plans aimed at enhancing pupils' well-being. The development of this instrument is described in this article. A total of 342 pupils were interviewed. The material from these interviews was used for construction of—mainly Likert-type—items for a questionnaire. A pilot version of the questionnaire was examined by experts and tested with a random sample of 306 pupils. The experimental version was tried out on a random sample of 2054 pupils. This resulted in a questionnaire with four consistent scales and thirteen subscales. Significant differences between schools were found. Atmosphere at school, contacts with teachers, involvement in class and at school, school regulations and infrastructure were among the best predictors. 相似文献
42.
43.
44.
45.
ABSTRACTThis study focuses on how young people read and discuss two political documentary films, Labor Day and Hillary: The Movie. We were specifically interested in the impact of the film viewing and discussion on participants’ beliefs about the issues in the films, how they view evidence and expertise in the films, and how the session impacted their views of documentaries as a source. Groups were designed according to composite political scores and individuals (n?=?30) were selected to form liberal, conservative, and two mixed groups (strong and moderate) for the viewing and discussion. Our analysis illustrates the power of political ideology in shaping how expertise is viewed and how evidence is warranted in film – and the role of social context and peer discussion in this process. Implications for media and democratic education in times of political polarization are discussed. 相似文献
46.
Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521
47.
The rapid and ongoing development of digital technologies continues to create new opportunities for education. Over the last decade this has enabled the establishment of blended learning approaches and online education. More recently, Augmented Reality (AR) has emerged as a unique technology that can transform learning experiences across diverse disciplines. This article outlines the development of an AR prototype, Master of Time, which was created to educate first year students and non‐designers on the foundational principles of landscape architecture. This study examines the learning potential and benefits of AR technology with a focus on creating new practices in digital storytelling across situated experiences. In outlining project outcomes, the authors propose a series of critical design principles, strategies and methodologies for educators to apply when developing AR learning experiences across disciplines. Included within this is a framework for transdisciplinary and co‐design collaboration, which is essential for educators working in the forefront of learning technologies. 相似文献
48.
Through a synthesis of test publisher norms and national longitudinal data sets, this study provides new national norms of academic growth in K–12 reading and math to help reinterpret conventional effect sizes in time units. We propose d?, a time-indexed–effect-size metric to estimate how long it would take for an “untreated” control group to reach the treatment group outcome in terms familiar to educators—years/months of schooling. It serves as a supplement to conventional effect-size metrics, such as Cohen's d, by taking into account different amounts of time needed for learning at different ages or grade levels. Through applications to Project STAR small class effects and NAEP racial achievement gaps, we demonstrate how to interpret and use d?. It is expected to provide a more developmentally appropriate context for interpreting the size of an effect, a step toward bridging the gap between educational research and practice. 相似文献
49.
50.
Numerous studies have been conducted on the impact of dual-earner parents' employment on their children, yet the reverse process-the impact of children and their behavior on the work functioning of their parents-has been ignored. This study investigated spillover from the mother role to the work role in a sample of more than 300 families. At 4 months, 12 months, 3.5 years, and 4.5 years of age, child's difficult temperament was significantly associated with mother's work outcomes, including work role quality and rewards from combining work and family. The evidence was consistent with a structural model in which maternal sense of parenting competence and maternal depressed affect mediated these effects. 相似文献