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141.
A. Mark Langan C. Philip Wheater Emma M. Shaw Ben J. Haines W. Rod Cullen Jennefer C. Boyle 《Assessment & Evaluation in Higher Education》2005,30(1):21-34
Peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education (HE). Potential influences on peer‐awarded marks include student qualities such as gender, HE background (e.g. university affiliation) and participation in the development of the assessment criteria. Many studies that have investigated peer assessment have placed great emphasis on marks from a single tutor, or very few tutors, from a single university. This study examined grades awarded by 11 tutors (affiliated with four universities) to oral presentations delivered on a residential field course by second‐year undergraduate students from two universities studying environmental or biological disciplines. Student assessors awarded marks of fairly high precision (correlating strongly with tutor grades) but averaged 5% higher than their tutors (i.e. of only moderate accuracy). Marginally higher marks (circa 1.6%) were awarded by student assessors to speakers studying at the same university. Gender influences were detected as males tended to grade other male speakers very slightly more highly than female speakers. Marks from females were unaffected by speaker gender. Students who participated in the development of the assessment criteria did not achieve higher grades for their presentations. However, when these ‘participants’ were assessing, they awarded lower marks than their peers (i.e. closer to, but not as low as, those awarded by tutors). Lower marks were also awarded during the middle of sessions, possibly resulting from factors associated with motivation and attention of speakers and markers. Overall, the potential biases in marking by naive assessors examined in this study may influence the validity of marks generated by peer assessment schemes, but the experience of this type of assessment had positive effects on those involved. 相似文献
142.
Jim Hordern 《Journal of Education & Work》2016,29(4):427-449
The development and iteration of a body of professional knowledge appropriate to the demands of practice is a central concern of studies of professional education and work. This article concentrates on Bernstein’s notion of the ‘region’ of professional knowledge, identifying regions as complex socio-epistemic entities into which forms of knowledge are appropriated and transformed to meet the requirements of practice. In order to better understand the constitution of professional knowledge, there is a need to conceptualise how knowledge is recontextualised between regions, disciplinary ‘singulars’, and professional practice. Two variables, proximity and dominance, are introduced to illustrate how relations between regions, singulars and practice may vary, with implications for what is recontextualised into regions. In some professions, there are pressures for greater proximity between regions as a consequence of changes in work practices, while in others there is the potential for the dominance of recontextualisation processes by market and bureaucratic logics. It is suggested that actors within regions need to find ways to maintain authority over professional knowledge while avoiding the risks of control by bodies ill-equipped to maintain knowledge validity. The analysis provides a lens through which to view developments in the knowledge bases of professional, or professionalising, occupations, and concomitant changes in professional education. 相似文献
143.
144.
Sap flow and environmental conditions were monitored at two Eucalyptus (Eucalyptus urophylla S.T.Blake)plantations at Hetou and Jijia, located in Leizhou, Zhanjiang, Guangdong Province. It was found that daily sap flux density (SFD) of Eucalyptus was closely related to daily atmospheric vapor pressure deficit (VPD) (R2=0.76, P=0.01 at Hetou and R2=0.7021, P=0.01 at Jijia) at both sites. No significant relationship existed between daily SFD and mean daily air temperature at both sites. Daily SFD varied with wind speed Y=-17585X3 15147X2-1250.7X 2278.4 (R2=0.68; P=0.01) at Hetou and Y=-101.67X3-1.65X2-376.4X 1914.8 (R2=0.40, P=0.05) at Jijia, where Ywas daily SFD, Xwas daily wind speed.Experimental observations yielded the following data: (1) the critical lower and upper daily VPD threshold were 0 and 2 kPa,slightly lower under high relative humidity (>80%) compared with those at the Jijia site; (3) The upper and lower threshold 相似文献
145.
Boyle MH 《Child development》2002,73(3):883-892
This study examined the impact of home ownership on the emotional-behavioral problems of children and youth ages 4 to 16 years. Data came from two large-scale general population surveys conducted in the province of Ontario in 1983, the Ontario Child Health Study (N = 3,325) and the National Longitudinal Study of Children and Youth (N = 12,592). Results showed an inverse association between home ownership and ratings of emotional-behavioral problems. The net effects of home ownership expressed in standard units dropped from the .20 to .43 range for teacher and parent ratings to the .07 to .17 range, after controlling for socioeconomic variables. Furthermore, the concentration of home ownership in neighborhoods was not associated with ratings of child problem behavior in either study. Projects aimed at supporting home ownership among low-income families may provide a means for improving the emotional and behavioral functioning of disadvantaged children. 相似文献
146.
Edmund J. S. Sonuga‐Barke Jim Stevenson Margaret Thompson Mike Lamparelli Mandy Goldfoot 《教育心理学》1995,15(2):141-148
The present study set out to examine the role played by preschool children's intellectual and behavioural characteristics in their parents’ expectations for school performance. Preschool children who were expected by their parents to attend university were compared with those who were expected to leave school at the earliest opportunity. Children whose parents had lower expectations came from lower social classes and tended to be boys. The two groups differed in a number of other ways. The high expectations group tended to be more intelligent and less overactive. When the associations between expectations, sex and SES were controlled for, these differences persisted. The findings show that there is already an association between high educational expectations and educational advantage before children enter school. Educationalists should be cautious when developing policy on the basis of the assumption that the reported association between parental expectations and school achievement reflects the impact of expectations rather than the persistence of early acquired competence. 相似文献
147.
Following E.D.G. v. Hammer, Canadian law has held that school boards, although they have a fiduciary duty to their students, do not guarantee the safety of their students from the acts of their employees. The scope of that fiduciary duty is narrow, restricted to a board acting with disloyalty, in bad faith, or in a conflict of interest to its students, which causes them injury. This paper takes the position that the scope of that duty should include cases where a school board’s policy allows students to use their own cars to drive fellow students to school-sponsored functions. 相似文献
148.
Design Principles for Distributed Knowledge Building Processes 总被引:10,自引:0,他引:10
In this paper we explore various interpretations of the term distributed cognition, then turn our attention to communities grounded in the practice of collaborative knowledge building. We discuss CSILE (Computer-Supported Intentional Learning Environments), a technology designed to support contributions to a communal database. Shared responsibility for this community resource extends to aspects of school practice typically handled exclusively by teachers, and engagement in improving and connecting the contents of the database makes the process of knowledge building self-sustaining. We discuss knowledge building communities involving students and teachers, and end with discussion of design principles for distributed knowledge building processes. 相似文献
149.
Stephen L. Payne Karynne L. M. Kleine Jim Purcell Ginger Rudeseal Carter 《Innovative Higher Education》2005,30(2):129-146
The authors investigated student and faculty perceptions of academic challenge at their institution, based on early administrations of the National Survey of Student Engagement (NSSE). This analysis revealed that the NSSE did not fully capture many meanings of academic challenge held by these faculty and students. This study led to a proposal for the development of an internal assessment approach using a modification of the NSSE and other scale items on academic challenge and student engagement. The authors discuss several implications of this study for academic scholarship and for institutional policy concerning the assessment of academic challenge.All authors except Jim Purcell are at Georgia College and State University. Stephen L. Payne received his Ph.D. in Management from Arizona State University. He is an Associate Professor of Management and has broad research interests in areas related to ethics and education. Karynne L. M. Kleine is an Associate Professor of Middle Grades Education and has an Ed.D. from the University of Maine in science studies. Her interests are intellectual development for teacher preparation and the history and philosophy of science education. Jim Purcell received his Ed.D. from the University of Alabama, is currently the Executive Director of State System Research for the Oklahoma State Regents for Higher Education, and concentrates on issues of student retention and graduation. Ginger Rudesal Carter is an Associate Professor of Mass Communication with a Ph.D. from the University of Southern Mississippi. Her interests include research on oral history, the media, and issues relating to the student press. 相似文献
150.
Teachers and school administrators in Hong Kong have had to cope with more work and performance pressure as they strive to implement educational reforms aimed at deepening students’ life-long learning skills. Management systems, which save time and transfer ideas, experiences, and knowledge more efficiently could help schools meet reform goals and relieve the occupational stress that inevitably accompanies change and progress. This paper explores the effect of knowledge management (KM) for school development by reviewing three cases selected from a school improvement project entitled “Knowledge Management and Primary School Development”. The project was launched specifically to determine if KM practices can assist educators to cope with added pressures and rise to the challenges of education reforms. The case studies illustrate three separate approaches to incorporating KM systems. Problems faced by these case-schools included declining school competitiveness, time-consuming data storage and retrieval practices, and hierarchical communication structures that stunted feedback from the teachers who are on the front line of educational reform. Interviews were conducted with school principals, middle managers, and teachers. The results show that the core KM strategies of personalization and codification can be adopted to improve school development. Knowledge leadership, knowledge sharing culture, and knowledge management system support were identified as success factors for schools to implement KM. 相似文献