全文获取类型
收费全文 | 1690篇 |
免费 | 32篇 |
国内免费 | 3篇 |
专业分类
教育 | 1382篇 |
科学研究 | 30篇 |
各国文化 | 14篇 |
体育 | 60篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 231篇 |
出版年
2023年 | 12篇 |
2022年 | 14篇 |
2021年 | 17篇 |
2020年 | 33篇 |
2019年 | 73篇 |
2018年 | 72篇 |
2017年 | 80篇 |
2016年 | 75篇 |
2015年 | 34篇 |
2014年 | 81篇 |
2013年 | 403篇 |
2012年 | 49篇 |
2011年 | 53篇 |
2010年 | 34篇 |
2009年 | 42篇 |
2008年 | 82篇 |
2007年 | 52篇 |
2006年 | 51篇 |
2005年 | 42篇 |
2004年 | 41篇 |
2003年 | 39篇 |
2002年 | 22篇 |
2001年 | 24篇 |
2000年 | 25篇 |
1999年 | 23篇 |
1998年 | 21篇 |
1997年 | 20篇 |
1996年 | 25篇 |
1995年 | 22篇 |
1994年 | 25篇 |
1993年 | 18篇 |
1992年 | 20篇 |
1991年 | 6篇 |
1990年 | 10篇 |
1989年 | 9篇 |
1988年 | 9篇 |
1987年 | 7篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 7篇 |
1983年 | 4篇 |
1982年 | 7篇 |
1981年 | 6篇 |
1980年 | 6篇 |
1977年 | 4篇 |
1975年 | 4篇 |
1974年 | 3篇 |
1970年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有1725条查询结果,搜索用时 281 毫秒
101.
102.
103.
104.
African American Othermothering in the Urban Elementary School 总被引:1,自引:0,他引:1
Othermothering and community othermothering can be defined as African American women's maternal assistance offered to the children of blood mothers within the African American community. Originally traced to slavery, othermothering was a survival mechanism that served as a vehicle for educational and cultural transmission. Currently, an othermothering tradition exists within the urban elementary-school context, and African American female educators play an integral role in fulfilling the pyschoeducational needs of the urban child. By employing a qualitative methodology, this article presents two biographical portraits that examine othermothering by a young elementary-school principal and community othermothering by a fifth-grade elementary-school teacher with 25 years of experience in the urban classroom. 相似文献
105.
106.
Karen Nicholas 《Education 3-13》2017,45(1):68-82
The steepest decline in achievement in New Zealand primary schools occurs in Years 7 and 8, with the greatest decline in the subject area of mathematics. The cohort that achieves at the lowest level in New Zealand schools is Pasifika. This study considers the views of those stakeholders involved in the teaching of these children. It seeks to uncover the positive steps being taken to advantage this group and the difficulties principals, teachers and parents face to improve achievement. One-to-one interviews were used to elicit advice and information to provide evidence of best teaching practices for Pasifika students 相似文献
107.
The paper explores a collaborative self-study, autoethnography research project, which aided in informing practice for the teaching of reflective practice in Science, Technology, Engineering and Mathematics (STEM) at an Australian university. Self-report methods were used, because it enabled the collection of a variety of self-awareness data generated processes to help produce insights and understandings. This was achieved by undertaking a systematic approach to the exploration of a critical friendship between two academic support staff members alongside reflections from a recorded, focus group interview with nine STEM teachers. Four self-awareness data generated processes were used: (1) self-reflections; (2) collaborative reflections; (3) reflections on pertinent literature findings and (4) reflections from nine STEM teachers. A thematic analysis of the data was undertaken, which resulted in the discovery of three turning points such as moments of understandings that challenge assumptions and/or lead to new insights. The findings indicated that a STEM-centric, scaffolded approach that utilised the scientific method for reflective practice enabled the development of a shared understanding around teaching and assessing reflective practice for STEM teachers. First, because it boosted self-confidence and second, because it reduced scepticism around reflective practice as a non-scientific form of learning. 相似文献
108.
Karen Burstein Craig J. Forsyth Raymond W. Biggar Sonya Hsu Steven Dick Paula Zeanah 《Journal of Criminal Justice Education》2017,28(3):411-427
Most youth in juvenile delinquent systems end up incarcerated due in part to poor decision-making skills. This study describes a theoretical framework undergirding the relationships across delinquency, learning climate, decision-making, and computational logic. This framework will inform a team of educators, criminologists, and psychologists, and their peers in computer science and mathematics, instructional software design, and content experts as they build and test an innovative instructional model for youth in secure care settings. The goal of the system is to improve human decision-making skills, while preparing youth for further education potentially leading to careers in STEM fields. 相似文献
109.
Karen Ellery 《Teaching in Higher Education》2017,22(8):908-924
Educational literature shows that students from working-class backgrounds are significantly less likely to persist to completion in higher education than middle-class students. This paper draws theoretically and analytically on Bernstein’s ([1990. Class, Codes and Control, Volume IV: The Structuring of Pedagogic Discourse. London: Routledge; 2000. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Lanham: Rowman and Littlefield]) thesis that, through differential framing of pedagogic practices, the curriculum has capacity to accommodate all groups of students. Pedagogic practices in both a science foundation course and four first-year mainstream science courses in a higher education institution in the South African context are examined. Whilst the foundation course exhibits modalities that generally favour access, the mainstream courses have some modalities that appear to be constraining. It is argued from a social justice perspective that holistic curriculum transformations that better enable epistemic transitions are an urgent imperative, and that consideration of differential framing of pedagogic modalities offer a close-up empirical means of conceptualising such reforms. 相似文献
110.
Charity Cayton Karen Hollebrands Samet Okumuş Ethan Boehm 《Journal of Mathematics Teacher Education》2017,20(1):75-100
This study investigates three teachers’ uses of a dynamic geometry program (The Geometer’s Sketchpad) in their high school geometry classes over a 2-year period. The researchers examine teachers’ actions and questions during pivotal teaching moments to characterize mathematics instruction that utilizes technology. Findings support an association between teacher–tool relationships, predominant teacher actions, and questioning. 相似文献