全文获取类型
收费全文 | 378篇 |
免费 | 4篇 |
国内免费 | 1篇 |
专业分类
教育 | 318篇 |
科学研究 | 2篇 |
各国文化 | 2篇 |
体育 | 30篇 |
信息传播 | 31篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 4篇 |
2020年 | 8篇 |
2019年 | 13篇 |
2018年 | 22篇 |
2017年 | 25篇 |
2016年 | 20篇 |
2015年 | 12篇 |
2014年 | 14篇 |
2013年 | 82篇 |
2012年 | 11篇 |
2011年 | 7篇 |
2010年 | 11篇 |
2009年 | 17篇 |
2008年 | 5篇 |
2007年 | 13篇 |
2006年 | 12篇 |
2005年 | 9篇 |
2004年 | 5篇 |
2003年 | 8篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 8篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 6篇 |
1994年 | 2篇 |
1993年 | 7篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 1篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 6篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1974年 | 1篇 |
排序方式: 共有383条查询结果,搜索用时 15 毫秒
291.
Joanne Dargusch Lois R. Harris Kerry Reid-Searl Benjamin A. Taylor 《Distance Education》2017,38(1):106-122
While online courses provide opportunities for a range of assessment tools and resources, little is known about how lecturers might best provide assessment cues to support diverse cohorts. This study explored how lecturers communicate messages about assessment expectations to first-year students in two courses at an Australian regional university (Nursing, n = 323; Engineering, n = 153), and how students accessed the assessment resources. A comparative case study methodology was used. Data included interviews with course coordinators to identify the assessment cues provided, course online content related to assessment and data recording student access of assessment resources. Diverse messaging systems were observed and verbal and written cues were abundant and embedded throughout both courses; however, not all students accessed all cues. What remains unclear is how students might bring together these cues in a productive way. Further research must explore the extent to which students can be better supported to improve their learning. 相似文献
292.
This study examined the relationships between primary schoolteachers’ attitudes, efficacy beliefs and perceived support and their behavioural intentions in regard to teaching students who display inappropriate behaviour in regular classrooms. Ajzen’s Theory of Planned Behaviour (TPB) was used to guide the conceptual framework of the study. A total of 1090 teachers from 263 government primary schools located in urban, suburban and rural areas of one educational region of Bangladesh were surveyed. Hierarchical regression was utilized to analyse data. Results revealed that attitudes and efficacy beliefs were significant predictors of teachers’ behavioural intentions in teaching students who exhibit inappropriate behaviour. The three predictive variables (attitudes, efficacy beliefs and perceived support) accounted for 59% of the variance in teachers’ intentions. The findings of the study indicate possible implications for policymakers and teacher educators in Bangladesh. 相似文献
293.
This study investigated the effects of one rural high school's science course placement practices on Latino/a student success in science, as measured by performance in a required science course and enrollment in subsequent science courses. The high school involved in this study has experienced a rapid increase in language minority students and placed students considered to be “limited English proficient” into a science course intended for those with learning disabilities. The results indicate that track placement was inappropriate, as Latino/a students with demonstrated success on standardized tests written in English, and with high grade point averages, were placed in the lower‐level science course. Students placed in the lower‐level science course, regardless of academic ability, were unlikely to take subsequent courses required for college admission despite the fact that most had college aspirations. Conversely, low‐achieving non‐Latino/a White students were disproportionately placed in upper‐level science classes, a track associated with greater success in science for all. Thus, despite this rural school's attempt to provide for the needs of all the students, the result in this case was decreased success in science for Latino/a students, regardless of their English fluency. Implications for inclusive rural science education are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 376–402, 2005 相似文献
294.
This research study explored pre-service teachers' (PST) reflections of their student teaching experiences through AHA moments. Participants included 37 pre-service teachers enrolled in mathematics and science student teaching seminars. Qualitative methods were used to analyze PSTs' written and verbal responses to questions regarding AHA experiences. Four themes emerged related to PSTs' AHA moments: a greater awareness of PSTs' identity as teachers, the importance of knowing their students, the realization of inconsistencies in their own and their students' beliefs, and the importance of anticipating students' misconceptions. The potential for using an AHA moment assignment, as presented here, appears to support reflection among PSTs; however, it is not clear these PSTs used judgments and analysis, both integral elements of the reflective process. 相似文献
295.
In this article, the authors outline and discuss the findings of a research study, which explored student teacher engagement with development education (DE) interventions implemented within Professional Master of Education (PME) programmes across eight Irish Higher Education Institutions. Interpretivist methods were employed incorporating questionnaires administered to 536 student teachers pre and post the DE intervention and 6 focus group discussions conducted with 26 student teachers. Findings indicate that the capacity of PME students to engage with development issues and integrate DE into their teaching has strengthened considerably because of their participation in the intervention. However, in order to build upon this more must be done with respect to: strengthening student teachers’ knowledge of development issues; embedding DE further across PME programmes; enhancing practical engagement with DE on School Placement and prioritising DE-related research and reflection. Findings align with a conceptual understanding of DE as a complex system. 相似文献
296.
Chezare A. Warren Joanne E. Marciano 《International journal of qualitative studies in education》2018,31(8):684-707
AbstractCC Vision – an urban education reform effort launched to strengthen the cradle-to-career education pipeline in Central City – provides the impetus for our use of youth participatory action research (YPAR) to gather and activate student voice in the fight for education justice. Student voice can significantly enhance the quality of policy designed to expand access to education opportunity for poor and/or youth of color attending urban schools. Fifteen youth from seven different high schools in the Central City metropolitan area spent 18 weeks participating in the Central City Youth Co-Researcher Project as co-researchers. We aim to demonstrate the tensions of facilitating YPAR projects with diverse youth, and the benefits of YPAR as a student voice initiative intended to bolster justice-oriented education research. The influence of their scholarship vis-à-vis YPAR on wide-scale education policy-making, and education reform, in Central City is discussed. 相似文献
297.
This study examined work and family factors that differentiate midcareer faculty members who were current from less current faculty with regard to the disciplinary knowledge base. The sample included 97 faculty (69 males, 28 females; 72 English, 25 Engineering) and their spouses. Cluster analyses of the work and family variables identified faculty subgroups within discipline. ANCOVAs showed a significant relationship between the clustered work-family profiles and levels of currency.Family differences: Current faculty and spouses reported spending more time on family-related responsibilities and experiencing greater stress from combined work-family responsibilities. Current Engineering faculty reported less flexibility in reallocating family responsibilities.Work differences: Faculty reported a greater commitment to their careers and to professional development: They reported higher scores on the Inner Work Standards scale; current English faculty read more professional journals and spent more time on research; current Engineering faculty spent more time on research and had more publications. 相似文献
298.
Ben Whitburn Julianne Moss Joanne O’Mara 《International Journal of Inclusive Education》2017,21(10):1065-1079
This paper explores the experiences of a small group of families in Australia in relation to recent reform to disability policy by way of the National Disability Insurance Scheme (NDIS). Framed in critical disability perspectives of policy implementation research, the paper focuses on the extent to which the scheme articulates inclusive opportunities for children and young people with disabilities, particularly in relation to facilitating access to education. Interview data that illustrate families' expectations of the scheme and latter-day experiences, coercions and negotiations highlight the tensions that exist for scheme participants who draw on its provision to support their education. These first- and second-order policy effects indicate a welcome change to disability support in Australia, though the extent to which the scheme can advance inclusion for people with disabilities is uncertain, given the distance rendered between the policy and its participants and other service systems. The paper concludes with a theoretical discussion based on the analysis of how the NDIS is framed to interrelate with scheme participants and education and how it might be reframed for better outcomes. 相似文献
299.
Edward P. St. John Glenda Droogsma Musoba Ada Simmons Choong-Geun Chung Jack Schmit Chao-Ying Joanne Peng 《Research in higher education》2004,45(8):829-871
Early intervention programs can promote access by providing encouragement for academic preparation, but adequate grant aid may be necessary to ensure access for students who prepare. This study examines the impact of Indiana's Twenty-first Century Scholars Program, an intervention that provides supplemental grant aid and academic support for low-income middle and high school students. Hierarchical logistic regression analyses indicated that 8th grade students who participated in the program were more likely to apply than their peers, indicating that encouragement had a modest influence on preparation. Receiving grant aid had a substantial influence on enrollment, indicating adequate aid is an important aspect of a comprehensive postsecondary encouragement program. 相似文献
300.
OBJECTIVE: This study of bulimic women examined the relationship between the severity of four forms of reported child abuse (emotional abuse, neglect, physical abuse, sexual abuse) and bulimic pathology. ln addition, it investigated the relationship of abuse with dissociation and core beliefs. METHOD: A sample of 23 women with bulimic disorders completed standardized self-report measures of child abuse, dissociation, core beliefs, and bulimic symptomatology. They also completed diary records of bulimic behaviors. RESULTS: No dimensional relationship was found between any form of child abuse and bulimic pathology. However, within this group of bulimics, neglect and sexual abuse were correlated with dissociation. In addition, a subset of core beliefs was associated with child abuse, with different cognitive profiles associated with each form of trauma. CONCLUSIONS: The findings need to be interpreted with caution because of the small, heterogeneous sample involved. Further research involving larger, homogenous samples is needed to investigate the generalizability of these findings, in order to determine if particular abusive experiences and core beliefs need to be addressed therapeutically in such cases. In addition, future research should consider the relationships between abuse, core beliefs and other impulsive behaviors. 相似文献