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961.
The No Child Left Behind act resulted in an increased reliance on large-scale standardized tests to assess the progress of individual students as well as schools. In addition, emphasis was placed on including all students in the testing programs as well as those with disabilities. As a result, the role of testing accommodations has become more central in discussions about test fairness and accessibility as well as evidence of validity. This study seeks to examine whether there exists differential item functioning for math and language items between special education examinees receiving accommodations and those not receiving accommodations. 相似文献
962.
Karen H. Less 《Community College Journal of Research & Practice》2013,37(3):191-198
ABSTRACT Due to the implementation of a performance-based funding plan, community colleges in North Carolina must attain a minimum percentage of students successfully passing licensure and certification examinations. To meet this mandate, Catawba Valley Community College implemented a basic skills component, with minimum academic standards, to assist students in achieving success. This study found these measures significant in improving student pass rates on the EMT-Basic certification examination, despite nonsignificance related to student age or education levels. 相似文献
963.
964.
Karen A. Conklin 《Community College Journal of Research & Practice》2013,37(8):753-759
This article describes results of an ongoing course attrition study conducted at 1 large, suburban community college. The study was designed to determine which classes were most often dropped, reasons students cited for deciding to drop classes, and other factors that may have impacted decisions to drop. The findings that indicate factors over which the college had little control were the most frequently cited reasons for dropping classes — work conflicts and personal problems. However, factors over which the college may have some control also appeared to contribute to decisions to drop classes in a substantial number ofinstances. The impact of findings from these studies and changes in methodology and survey design over time will provide institutional researchers with helpful suggestions for implementing similar studies at their institutions. 相似文献
965.
Karen M. La Paro Christine Maynard Amy Thomason Catherine Scott-Little 《Journal of Early Childhood Teacher Education》2013,34(3):224-238
This article describes a video review process for providing feedback to students and documents students' teaching practices using the CLASS in a practicum course and student teaching. Students videotaped themselves in their field-based settings and then met with the course instructors and classmates in small groups to review strengths and challenges of their teaching using the CLASS framework of teacher–child interactions. These videos were also coded by trained CLASS observers across 10 dimensions in the areas of emotional support, classroom organization, and instructional support. Results from preservice teachers' CLASS ratings indicate a pattern similar to national data sets using the CLASS, higher scores in the emotional support and classroom organization domains than in the domain of instructional support. Also, findings from the current study revealed that CLASS scores declined from students' practicum placement to the end of student teaching in the domain of emotional support and specifically in the dimensions of regard for student perspectives and behavior management. The process of using videos for providing feedback in field-based experiences is discussed as well as implications for teacher development in light of students' CLASS scores and changes in CLASS scores. 相似文献
966.
This qualitative case study explored how early childhood teachers’ beliefs and practices influence the function of preschool outdoor play. Teachers believed that supervision was paramount. They perceived that the physical design of the outdoor environment posed limitations for planning, preparation, and implementation. Teachers’ recollections of their own childhood outdoor activities provided a shared value of freedom during play. Yet, during outdoor play teachers displayed an adherence to rules or a “philosophy-reality conflict” (Hatch & Freeman, 1988, p. 158). Teachers believed that outdoor play is important to the development of young children; however, minimal knowledge of outdoor play and motivation to promote it was not evident. 相似文献
967.
Kim Witte Gary Meyer Helen Bidol Mary K. Casey Jenifer Kopfman Karen Maduschke 《Communication Studies》2013,64(3):229-232
An ecological theory of health communication is offered that addresses how communications about health interdependently work together to influence health and/or health‐related behaviors. To explain how a multitude of variables work together in a synergistic manner, the present work borrows heavily from chaos theory. The use of chaos theory concepts represents a significant paradigm shift from previous, more reductionist, health communication perspectives. The present work (a) provides a definition of health communication, (b) offers an overall health communication framework, (c) introduces relevant chaos theory concepts into the health communication literature, and (d) illustrates how chaos theory concepts can be applied to the field of health communication in order to explain health‐related behavior. Specific operationalization procedures are suggested to test the theoretical ideas outlined. 相似文献
968.
Alexia Achtypi Karen K. Guldberg Despina Papoudi 《British Journal of Special Education》2023,50(2):238-257
Little research has focused on the implementation of iPad practices in real contexts and the identification of relevant challenges and enablers. This work explored practices relating to using iPads for autistic pupils' social communication (SC) and emotional regulation (ER) based on key stakeholders' perspectives. It employed two case studies undertaken in two primary schools located in the United Kingdom's West Midlands. The data were gathered by interviewing practitioners and parents and analyzing the schools' computing policies. The outcomes varied from iPads being used as multimodal learning tools, to teachers focusing on SC and ER, and parents mainly on recreation and ER. The findings were evaluated using Abbott's concept of e-inclusion (2007), considering the impact of the relationship between technology, individuals and context on iPad use in situ. Issues are highlighted around pedagogy and teaching methods, offering insights into what drives teachers to make decisions regarding technology use. 相似文献
969.
We examine practice theories concerned with knowledge sharing in complex organizations to distinguish common trends and variations in this complex body of work. We suggest that an analytical framework highlighting the relational thinking in practice theories can serve as a tool to sort through the literature on knowledge sharing. First, we delineate a relational framework consisting of seven attributes associated with a practice theory. Second, we use this framework to analyze a narrow set of practice theories represented by three seminal works on communities of practice. Third, we compare and contrast the relational dynamics found in the three seminal works in regard to how they conceptualize knowledge sharing within and across communal boundaries. 相似文献
970.
Class,gender, and societal inequalities: A study of Nigerian and Thai undergraduate students 总被引:1,自引:0,他引:1
Karen Biraimah 《Higher Education》1994,27(1):41-58
This article focuses on the linkages between class, gender and student aspirations in the Nigerian and Thai cultural contexts. Building upon critical and feminist theory that employs class and patriarchal relationships to explain the role of educational institutions, this study examines the educational and career aspirations of 741 university students from two different cultural and academic settings.Based on qualitative and statistical analyses of the perceptions, family backgrounds, and expectations of a random sample of Nigerian and Thai university undergraduates, the study concludes that class and gender affect both university access, and students' educational and career aspirations once admitted to university. However, the results of this study also suggest that the specific effects of class and gender remain dependent upon the cultural milieu of which they are a part. 相似文献