全文获取类型
收费全文 | 263篇 |
免费 | 2篇 |
专业分类
教育 | 173篇 |
科学研究 | 23篇 |
各国文化 | 8篇 |
体育 | 18篇 |
信息传播 | 43篇 |
出版年
2022年 | 2篇 |
2020年 | 2篇 |
2019年 | 8篇 |
2018年 | 7篇 |
2017年 | 13篇 |
2016年 | 14篇 |
2015年 | 7篇 |
2014年 | 4篇 |
2013年 | 60篇 |
2012年 | 7篇 |
2011年 | 4篇 |
2010年 | 2篇 |
2009年 | 9篇 |
2008年 | 8篇 |
2007年 | 6篇 |
2006年 | 6篇 |
2005年 | 2篇 |
2002年 | 3篇 |
2001年 | 5篇 |
2000年 | 8篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 8篇 |
1995年 | 6篇 |
1994年 | 5篇 |
1992年 | 4篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 10篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1974年 | 3篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1970年 | 3篇 |
1968年 | 1篇 |
1924年 | 1篇 |
1889年 | 3篇 |
1850年 | 1篇 |
1828年 | 2篇 |
排序方式: 共有265条查询结果,搜索用时 31 毫秒
81.
Laurice M. Joseph Moira Konrad Gary Cates Terra Vajcner Elisha Eveleigh Katelyn M. Fishley 《Psychology in the schools》2012,49(2):122-136
Studies that examined copy‐cover‐compare (CCC) and variations of this procedure were reviewed and analyzed. This review revealed a substantial number of studies that validated the use of CCC across spelling and math skills and across students with and without disabilities. A meta‐analysis of findings indicated that CCC and variations of this procedure were effective for helping students acquire and become fluent in academic skills. The strongest effects were evident when CCC and variations of this procedure were combined with other evidence‐based instructional components. Limitations, future directions for research, and recommendations for practice are offered. © 2011 Wiley Periodicals, Inc. 相似文献
82.
David Palmer 《International Journal of Science Education》2013,35(7):691-706
Research has shown that students often appear to have multiple conceptions in science - they may apply one conception in one problem, and a different conception in another, related problem. The purpose of the present study was to identify students' alternative conceptions, plus any conceptions that could be categorized as scientifically acceptable, and to investigate the nature of any possible relationship between these conceptions. In individual interviews, 112 students from grades 6 and 10 were asked whether gravity acted upon a series of moving or non-moving objects in everyday situations. The majority of students displayed both scientifically acceptable conceptions and alternative conceptions. Their comments indicated that there was a relationship between these conceptions. 相似文献
83.
Palmer O. Johnson 《Journal of Experimental Education》2013,81(3):167-176
The authors apply current influential models from the motivational literature to develop the comprehensive factors influencing teaching choice (FIT-Choice) scale, to measure factors influencing the choice to teach for beginning preservice teacher education candidates. They validate the scale using 2 large cohorts (N = 488; 652) and describe the factors that teacher education candidates identified as most important in their decision to teach. Furthermore, the authors examine longitudinal relationships for participants who have now completed their teaching qualification (N = 294) to determine how entry motivations relate to exit levels of teaching engagement and professional development aspirations. The study makes several important theoretical contributions: The authors extend the values component of the expectancy-value motivational framework, go beyond high school students to examine career choices of adults, and specifically examine the domain of teaching as a career choice. The new FIT-Choice measure provides a theoretical and analytical framework to help guide future investigations in this area. Understanding teacher candidates' motivations for choosing teaching has implications for teacher education planning and curriculum design, teacher recruitment authorities, and government and intergovernmental planning and policy decisions—especially when many. 相似文献
84.
Teachers can conduct action research by taking what they are doing in their classrooms and leveraging it to help drive the performance of the school community. The authors present the action research process, mirrored with an in-depth example, and the opportunities to become teacher leaders. Sample action research questions are provided to help teachers generate their own ideas. Also, guiding questions at each stage of the action research process support teachers and help refine their thinking. 相似文献
85.
Katelyn Barney 《高等教育研究与发展》2013,32(4):515-528
Indigenous Australian postgraduate students experience different barriers from those encountered by non-Indigenous students. In the transition from undergraduate to postgraduate study, Indigenous students are more likely to come from disadvantaged socioeconomic backgrounds, have lower personal incomes and lack family and other networks supportive of engagement with tertiary, and especially postgraduate, study. While there is a growing literature on Indigenous participation in higher education, with the exception of a few notable examples, there is little known about the effectiveness of support mechanisms and issues for Indigenous students undertaking postgraduate study. Drawing on interviews with current and past Indigenous postgraduate students at The University of Queensland, this paper problematises the postgraduate experience for Indigenous Australian students, identifying common themes in their accounts. It also discusses one of the outcomes of the project along with planned future developments that aim to provide better support for Indigenous Australian postgraduate students at The University of Queensland. By knowing and acting upon the kinds of mechanisms that can assist Indigenous postgraduate students, the disparity between Indigenous and non-Indigenous student participation in postgraduate study can begin to be addressed. 相似文献
86.
Louise Gilbert Janet Rose Sally Palmer Mary Fuller 《International Journal of Early Years Education》2013,21(1):22-38
This study focused on the learning experiences of 50 undergraduate students undertaking a residential field trip (RFT) to Sweden as part of their Early Childhood Studies degree. Three dimensions were examined: the physical and emotional value afforded to the students from the active learning context; how this was interpreted and reflected in their knowledge, understanding and personal practice once they had left university; and the influence of factors such as age, and professional status on students' practice. The methodology was interpretive, and both deductive and inductive approaches were employed to analyse qualitative, narrative data sets derived from semi-structured questionnaires, interviews and written essays. The findings suggested that the physiological effects of hands on engagement influenced both the students' perceptions of the learning experience and their confidence to become agents of change. Subsequent changes directly attributed to the RFT experience, involved the re-evaluation of both the stereotypical pedagogic role and the way in which they related to children; students re-conceptualised their practices to reflect a more child-centred approach and increased their use of outdoor play and sustainable resources. The RFT was a catalyst that promoted empowerment, and informed both personal and professional transformations. 相似文献
87.
Two-way immersion schools provide a promising model for service delivery to students who are English language learners. With
the goals of bilingualism, academic excellence, and cross cultural appreciation, these schools are designed to build bridges
across linguistically heterogeneous student bodies. Yet while empirical evidence demonstrates that the two-way immersion model
can be effective in these regards, we know little about how such schools address other dimensions of diversity, including
race, ethnicity, class, and disability. This study contributes to filling this gap by critically analyzing these dimensions
in the areas of recruitment and retention in two two-way immersion schools. 相似文献
88.
Joy A. Palmer Jennifer Suggate Barbara Bajd Elissavet Tsaliki 《Environmental Education Research》1998,4(4):429-444
This article provides an overview and discussion of the relative importance of various categories of significant influences and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. A previous article in this journal (Palmer & Suggate, 1996) presents relevant findings deriving from the UK and analyses the ways in which the importance of influences may change through time or be affected by the subject's age. Here, the team of international authors presents data from three European countries and engages in both location‐specific and cross‐cultural comparative analysis. 相似文献
89.
Joy A. Palmer 《Cambridge Journal of Education》1999,29(3):379-395
This paper argues for an increase in the application of empirical evidence to the task of improving the quality and impact of environmental education. Whilst the global scene in environmental education appears to portray optimism and great endeavour, there remain key issues to resolve. Such issues include the apparent lack of impact of formal educational programmes on individual's environmental awareness and concern. The paper argues that an empirical research base can illuminate significant findings relating to human motivation and cognition which may help to resolve such issues. It provides an overview and discussion of some of the findings of one particular substantial international research project in order to illustrate the underpinning case for using research to inform both policy and practice and gives some examples of how the evidence generated from this research programme is being used to shape educational policy and practice. 相似文献
90.
Shannon Jette Julie Maier Katelyn Esmonde Cherise Davis 《Research quarterly for exercise and sport》2017,88(3):269-281
Purpose: Prenatal exercise is a health behavior that is receiving growing attention amid concern that women in Western societies are gaining excess weight during pregnancy and contributing to future obesity in both the mother and child. In this article, we draw on insights from the fields of social epidemiology and social theory of the body to examine existing prenatal exercise interventions and to propose a multidimensional framework intended to guide future theorizing and intervention design. Method: A scoping review of existing prenatal exercise programs and interventions focused on controlling gestational weight gain was conducted. Articles published prior to January 2017 were obtained from PubMed and CINAHL, and relevant articles were identified (n = 62) using specified inclusion and exclusion criteria. Identified articles were further analyzed to classify the level(s) of the socioecological model targeted in the intervention or program. Results: The majority of existing interventions target intrapersonal factors during pregnancy and do not attend to the role that cumulative exposure of social and structural disadvantage over the lifetime—not just during the prenatal period—plays in shaping health outcomes. In response, a multidimensional framework is proposed that includes key concepts that facilitate a life-course perspective, as well as attention to the integration of biological and social factors as they relate to health and health-related behaviors. Conclusion: Efforts to promote prenatal exercise and to improve maternal and infant health should attend to how systemic inequality impacts women’s health. 相似文献