全文获取类型
收费全文 | 980篇 |
免费 | 31篇 |
国内免费 | 1篇 |
专业分类
教育 | 818篇 |
科学研究 | 20篇 |
各国文化 | 12篇 |
体育 | 37篇 |
文化理论 | 3篇 |
信息传播 | 122篇 |
出版年
2023年 | 5篇 |
2022年 | 9篇 |
2021年 | 14篇 |
2020年 | 35篇 |
2019年 | 27篇 |
2018年 | 44篇 |
2017年 | 78篇 |
2016年 | 47篇 |
2015年 | 41篇 |
2014年 | 53篇 |
2013年 | 222篇 |
2012年 | 39篇 |
2011年 | 32篇 |
2010年 | 33篇 |
2009年 | 26篇 |
2008年 | 46篇 |
2007年 | 29篇 |
2006年 | 23篇 |
2005年 | 26篇 |
2004年 | 20篇 |
2003年 | 14篇 |
2002年 | 17篇 |
2001年 | 17篇 |
2000年 | 13篇 |
1999年 | 11篇 |
1998年 | 8篇 |
1997年 | 12篇 |
1996年 | 10篇 |
1995年 | 12篇 |
1994年 | 7篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 9篇 |
1990年 | 1篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1977年 | 1篇 |
排序方式: 共有1012条查询结果,搜索用时 15 毫秒
111.
112.
Bianchini Julie A. Cavazos Lynnette M. Rivas Michael 《Journal of Science Teacher Education》2003,14(4):259-290
Journal of Science Teacher Education - 相似文献
113.
Morgan Polikoff Robert W. Danielson Gale M. Sinatra Julie A. Marsh 《Journal of research on educational effectiveness》2018,11(2):217-239
Given the dearth of high-quality curriculum materials aligned with the new standards (NGSS and CCSS) and low student persistence in STEM fields, we sought to develop and test a STEM curriculum that would improve student knowledge, interest, and emotions. A cluster randomized control trial was conducted to assess the impact of Speedometry, a two-unit STEM curriculum that uses familiar toy cars to explore math and science concepts. A total of 1,615 fourth-grade students across 48 classrooms and 17 schools in an urban district participated in the study. Using a 3-level multilevel model (students nested within teachers and schools) and controls for student and teacher characteristics, we found that Speedometry led to significant increases in student knowledge and positive emotions such as excitement. Speedometry also led to significant decreases in negative emotions such as boredom, frustration, and confusion. The curriculum was implemented with high fidelity as evidenced by classroom observations and teacher self-reports. 相似文献
114.
115.
116.
Induction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examines the impact of three different induction programs on secondary science teachers. The teachers were matched by grade level among three groups; one group participated in a science‐focused support program, another participated in a general support program, and a third had no formal support. All teachers were monitored during the spring semester to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the secondary science teachers in the science‐focused support program implemented more student‐centered inquiry lessons, held beliefs aligned with student‐centered practices, and felt fewer constraints in their teaching than did the other two groups of teachers. This study reinforces the importance of induction programs for teachers, suggests there is a need for specialized support programs for beginning science teachers, and recommends that universities and school districts work together to develop such programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 77–97, 2003 相似文献
117.
118.
This article discusses the key challenges to successful quality management implementation in higher education institutions identified by 160 colleges and universities at various stages of quality management practices. Survey findings suggest that there are five key challenges that affect the successful implementation of quality management practices in colleges and universities: organizational culture, senior leadership commitment, faculty support, implementation time, and training.Julie E. Horine, Ph.D. (The Florida State University) is Assistant Professor of Organizational Behavior in the Department of Educational Leadership at the University of Mississippi. Her areas of professional expertise include quality management and the use of the Baldrige criteria as a diagnostic tool for organizational improvement. Julie is a two-year Malcolm Baldrige National Quality Award Examiner and an evaluator of the Baldrige Education Pilot Criteria. William A. Hailey, DBA (University of Kentucky), is Professor of Operations Management and Information Systems and holder of the H.E McCarty Chair in the Else School of Management at Millsaps College in Jackson, Mississippi. He is recognized as a Fellow, Certified Quality Engineer, and Certified Quality Auditor by the American Society for Quality Control. His areas of professional expertise include strategic quality planning, quality management training, and designing information systems for implementing continuous improvement principles. 相似文献
119.
Continuing education module-maternal calcium intake and metabolism during pregnancy and lactation
下载免费PDF全文
![点击此处可从《The Journal of perinatal education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Calcium is an essential nutrient during pregnancy and lactation. Calcium contributes to bone development in the fetus and neonate and is considered a critical nutrient. Physiological changes in calcium metabolism occur during pregnancy and lactation. Some women may lose some of their bone density during pregnancy and/or lactation, and then regain it after the cessation of lactation. Implications for childbirth educators include content regarding the topic of calcium in their classes. 相似文献
120.
Conclusion This paper has identified a major gap in the research revolving around academic integrity/dishonesty and WBDE. Statistical
evidence and empirical data are almost nonexistent. However, the evidence and data that do exist, strongly challenge many
widespread assumptions related to the lack of integrity and the widespread dishonesty that are assumed to exist in WBDE today.
Considering the continuing unprecedented growth of distance education, the extremely limited amount of statistical data available
on this topic and the implications associated with the (possibly incorrect) assumptions of academic integrity in this environment,
it seems that there is a critical need for further study. In the meantime, educational institutions can feel confident about
the academic security of their WBDE programs by implementing the few safeguards suggested in this article to protect against
dishonesty 相似文献