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111.
Quietly, at least beyond the awareness of many psychologists, a relatively new technology based on school‐wide behavior management strategies has emerged in special education to answer the call to build healthy communities. The success of these strategies in changing the practices of school systems and creating positive school climates may offer insights for school psychologists interested in preventing mental disorders and promoting health on a broader scale. Spreading the influence of school‐wide behavior supports to ensure that all schools provide the nurturing environment needed to promote academic and life success for all children is an important and immediate goal. Beyond the school, the challenge will be to implement and evaluate the impact of positive behavior supports in other connected communities. The present article reviews the history and present state of school‐wide behavior supports and prevention research, limitations of current practice, and opportunities for integrating school‐wide programs with psychological science and practice. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 313–329, 2006. 相似文献
112.
Kindergartners, second, and fifth graders made repeated trips through a large- or small-scale model town, and then constructed from memory the layout of buildings in either a large- or small-scale space. Accuracy of construction increased as a function of developmental level and repeated trips through the town. Children's constructions were most accurate when they were tested in the same-scale environment as that in which they developed their spatial knowledge; accuracy was impaired significantly only when children were exposed to a small space and then reconstructed in a large space. Results were interpreted in terms of a "competence-load trade-off." 相似文献
113.
Characterized by thematic instructional programs and voluntary enrollment, magnet schools are often the result of a neighborhood schooling effort to increase racial integration and academic achievement. With the continued expansion of magnet schools, it is critical that stakeholders have a comprehensive research synthesis of their potential impact. This article reviews and aggregates findings from 18 studies that evaluate magnet schools’ influence on student outcomes. Emphasis is given to the results of lottery-based studies and those utilizing prior achievement and demographic controls. Though results across studies vary substantially, effects are generally positive, particularly for magnet secondary schools. 相似文献
114.
Hartwig Wittje Hans Scheuerl Harald Wagner Gottfried Hausmann Herman Lange Volker Lenhart Bettina Kobialka Philip G. Altbach Colin Titmus Harry N. Drier T. Neville Postlethwaite W. D. Halls Martin Carnoy Brian Cooksey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):199-222
115.
Welko Tomic Karl Josef Klauer 《European Journal of Psychology of Education - EJPE》1996,11(3):283-299
Using the same program, two training experiments have been conducted in a Dutch and in a German elementary school. The common expectation was that training in inductive reasoning would transfer both on intelligence tests measuring inductive reasoning and on math performance. Furthermore, it was expected that the training effects would persist for at least some months after training had ended. In experiment 1 (N=34), a rather short training period turned out to be effective with respect to the intelligence test performance but not with respect to math performance. In experiment 2 (N=23), the amount of training in inductive reasoning was systematically varied. It could be shown that transfer on intelligence test as well as on math performance was linearly dependent on the amount of prior training. The training effects were found to persist between four and nine months after training. 相似文献
116.
Herman Epstein 《Annals of dyslexia》1985,35(1):35-49
It is argued that what we call intelligent behavior is based to a great extent on our ability to analyze multimodal and crossmodal
information. Acquisition and utilization of those functions seem to appear and develop greatly during the 2–4 year period
in humans. Among the functions are those frequently affected in dyslexic persons. It might be possible to diagnose potential
dyslexics by testing for the adequacy of those functions at that early period. In addition, limitations on the number of concepts
that can be handled simultaneously may be involved in information processing in such a way as to affect both multimodality
and crossmodality; this limitation seems not to be generally taken in to account by educators, especially those working with
dyslexic persons. 相似文献
117.
Clem Herman Rosaria Gracia Lesley Macniven Bernie Clark Geraldine Doyle 《Open Learning》2019,34(1):40-60
ABSTRACTThis paper examines a blended learning model designed to support women returning to STEM after a career break and its delivery in a unique partnership between an online distance education provider and a community-based equality organisation. Through this partnership additional activities such as networking events, returnships, career clinics and webinars were used in conjunction with a structured online Badged Open Course (BOC), which enabled a successful return to employment for many of the participants. This article outlines the results and implications of this integrated model and argues that blended learning approaches need to be flexible and adaptable to be able to incorporate the needs of learners at different life-course stages, taking into consideration gender and other diversity characteristics. 相似文献
118.
Benjamin C. Herman Michael P. Clough Joanne K. Olson 《Research in Science Education》2017,47(1):161-184
This study investigated what 13 secondary science teachers at various nature of science (NOS) instruction implementation levels talked about when they reflected on their teaching. We then determined if differences exist in the quality of those reflections between high, medium, and low NOS implementers. This study sought to answer the following questions: (1) What do teachers talk about when asked general questions about their pedagogy and NOS pedagogy and (2) what qualitative differences, if any, exist within variables across teachers of varying NOS implementation levels? Evidence derived from these teachers’ reflections indicated that self-efficacy and perceptions of general importance for NOS instruction were poor indicators of NOS implementation. However, several factors were associated with the extent that these teachers implemented NOS instruction, including the utility value they hold for NOS teaching, considerations of how people learn, understanding of NOS pedagogy, and their ability to accurately and deeply self-reflect about teaching. Notably, those teachers who effectively implemented the NOS at higher levels value NOS instruction for reasons that transcend immediate instructional objectives. That is, they value teaching NOS for achieving compelling ends realized long after formal schooling (e.g., lifelong socioscientific decision-making for civic reasons), and they deeply reflect about how to teach NOS by drawing from research about how people learn. Low NOS implementers’ simplistic notions and reflections about teaching and learning appeared to be impeding factors to accurate and consistent NOS implementation. This study has implications for science teacher education efforts that promote NOS instruction. 相似文献
119.
Only a limited number of species have been found capable of generalized matching-to-sample (MTS) after exposure to relatively few training exemplars. We trained a juvenile, experimentally naive California sea lion (Zalophus californianus) in MTS, using a pair of three-dimensional objects as samples. Successful matching to a criterion of 90% correct or better over 2 successive sessions was attained in 12 sessions (269 trials and 70 errors). Two subsequent “partial” transfer tests, in which each of the two training objects was paired with a novel test object, and four additional transfer tests, all with novel objects, were presented following training. An 80% performance criterion over 2 successive sessions was reached, or closely approximated, in from 2 to 4 transfer sessions for all transfer tests; errors to criterion tended to be reduced across the successive novel transfer tests and were as few as five during the final two tests; and performance on the first 48 trials of the last two novel transfers was not significantly different from a near-ceiling level baseline performance measure. Neophobic responses of the sea lion to new objects precluded an unbiased evaluation of immediate (Trial 1) transfer. The sea lion’s short-term memory for sample objects was also measured. Matching performance was maintained at a level of 78% correct responses or better for delays through to 45 sec after removal of the sample object. At a 58-sec delay, the longest tested, performance declined to 69% correct responses. These retention levels are only somewhat below levels reported for dolphins and nonhuman primates tested on visual delayed MTS, but they are above levels typically reported for pigeon subjects. 相似文献
120.
The relationship between research productivity and teaching effectiveness has long been a controversial topic among university professors. This study utilizes a nationwide survey of economics faculty to examine the relationship between research productivity and classroom performance, using self-reported measures of research output and teaching evaluation scores, and to solicit the participants' opinions on this issue. Findings indicate a very weak relationship between research output and teaching effectiveness. However, individual and institutional characteristics seem to explain some differences in research output and teaching evaluation scores. Further, faculty opinions on the research-teaching relationship seem to be influenced by institutional and individual characteristics. 相似文献