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551.
This study examined possible ways to increase student engagement in small sections of a large, introductory-level, required university course. Research shows that cooperative group learning boosts achievement through fostering better interpersonal relationships between students. Cooperative group learning is an evidence-based instructional practice engaging students in active learning. The present study investigated whether cooperative groups with sustained-membership functioned more effectively for boosting performance than shifting-membership cooperative groups. Findings indicated that the amount of class time spent in groups influenced the impact of shifting or sustained-membership. A significant difference in performance was found for sustained-group students when group activities were used the majority of the time during recitation. 相似文献
552.
Trevor Gale 《The Australian Educational Researcher》2006,33(2):1-14
Academic engagement with higher education research policy in Australia, and with education policy more generally, is in crisis.
This time around, it is not just that our theoretical tools are blunt and irrelevant (Ball 1990), so are our politics. It
seems our attention has been so consumed by “what is policy” (Ball 1994a) and with challenging its claims to authority, that
we have missed or ignored imperatives to engage with its production. Even though some have attempted contributions, for the
most part we have been “coerced into an era of cooperation”. Getting ourselves out of this mess will take more than just better
theories and new politics. It will require a degree of cooperation, to advance a theory and practice of policy engagement
and to re-establish a field of education that resists the tendency to fragment and/or the temptation to defend itself “against”
policy. In this paper I attempt an assessment of where we are theoretically and politically with regard to education policy
and where we need to look to find new forms of policy engagement. By way of illustration, I draw on examples from AARE (the
Australian Association for Research in Education) and the Australian RQF (Research Quality Framework) although the analysis
is by no means restricted to these. 相似文献
553.
Benjamin C. Heddy Gale M. Sinatra Helena Seli Gita Taasoobshirazi Ananya Mukhopadhyay 《教育心理学》2017,37(5):565-581
The Teaching for Transformative Experience in Science (TTES) model has shown to be a useful tool to generate learning and engagement in science. We investigated the effectiveness of TTES for facilitating transformative experience (TE), learning, the development of topic interest and transfer of course concepts to other courses employing a quasi-experimental design. Our goal was to determine the effectiveness of TTES compared to an alternative teaching method in a course designed for academically at-risk undergraduate students. Specifically, we explored the impact of TTES for teaching about motivation in a college success course. The results showed that TTES generated TE outside of the biological sciences, increased learning, developed student interest and facilitated self-reported transfer to other courses. The findings have important implications for facilitating learning and motivation in academically at-risk college students, which may subsequently impact college student retention and academic success. 相似文献
554.
Ken Cheng 《Learning & behavior》1994,22(3):291-301
In four experiments, pigeons were trained to find hidden food at a constant location with respect to one or two arrays of landmarks. On crucial tests, the birds were presented with conflicting cues associated with two different directions, which were 90° apart from the center of the search space at the same radial distance. The direction-averaging model predicts that the radial distance of search should not change on these tests, compared with radial distance of search on control tests without conflicting cues. The vector-averaging (vector sum) model predicts that when pigeons average the two conflicting cues, the radial distance of search should be shorter. Results support the direction-averaging model and suggest that distance and direction are independently computed in landmark-based search. Multiple sources are averaged by pigeons in determining direction. 相似文献
555.
Jim Borgford-Parnell Jennifer Turns Cynthia J. Atman Ken Yasuhara Lauren Fryhle 《European Journal of Engineering Education》2019,44(1-2):19-34
ABSTRACTAlthough engineering educational endeavours are often described with regard to how well they prepare students to meet national or global engineering concerns, the purpose of this paper is to show how those efforts can also serve the larger educational goals of the educators themselves as they develop learning experiences for their students. This paper describes the reflections of four engineering educators who used a research-based ‘Pedagogy of Larger Concerns’ (PLC) as a conceptual lens for examining important aspects of their courses. A PLC is a set of teaching conceptions that was identified in a study exploring the thinking of outstanding professors in order to improve our understanding of the basis of their effectiveness. 相似文献
556.
Despite the contemporary policy rhetoric of global citizenry and the importance of languages and intercultural capabilities, language learning in Australian schools struggles for recognition and support. The curriculum marginalisation of languages, however, is uneven, affecting some school sectors more than others. In this article, we examine the provision of languages in two government comprehensive high schools, both low socio-economic status, located in urban areas in New South Wales, Australia’s largest state. They are termed ‘residual’ high schools because they cater for the students remaining in the local schools while others attend either private or selective government high schools. We provide a qualitative picture of language provision in these two schools from the perspectives of key stakeholders – school principals, teachers, students and parents. We also draw on observational data of language classes. The aim is to provide, within a largely social class framework, an understanding of the state of language provision in these schools. We argue that currently students in these schools are experiencing unequal access to the linguistic and cultural capital associated with language learning relative to students in more privileged communities and schools. 相似文献
557.
558.
This paper presents a quick, easy to implement and versatile way of using stochastic simulations to investigate the power and design of using single nucleotide polymorphism (SNP) arrays for genome-wide association studies in farm animals. It illustrates the methodology by discussing a small example where 6 experimental designs are considered to analyse the same resource consisting of 6006 animals with pedigree and phenotypic records: (1) genotyping the 30 most widely used sires in the population and all of their progeny (515 animals in total), (2) genotyping the 100 most widely used sires in the population and all of their progeny (1102 animals in total), genotyping respectively (3) 515 and (4) 1102 animals selected randomly or genotyping respectively (5) 515 and (6) 1102 animals from the tails of the phenotypic distribution. Given the resource at hand, designs where the extreme animals are genotyped perform the best, followed by designs selecting animals at random. Designs where sires and their progeny are genotyped perform the worst, as even genotyping the 100 most widely used sires and their progeny is not as powerful of genotyping 515 extreme animals. 相似文献
559.
Before a breeder invests selection pressure on a trait of interest, it needs to be established whether that trait is actually heritable. Some traits may not have been measured widely in pedigreed populations, for example, a disease or deformity may become more prevalent than previously, but is still relatively rare. One approach to detect inheritance would be to screen a commercial population to obtain a sample of "affecteds" (the test group) and to also obtain a random control group. These indi- viduals are then genotyped with a set of genetic markers and the relationships between individuals within each group estimated. If the relatedness is higher in the test group than in the control group, this provides initial evidence for the trait being heritable. A power simulation shows that this approach is feasible with moderate resources. 相似文献
560.
Ken Reid 《Educational studies》2011,37(1):31-48
In 2009, the Welsh Assembly Government published its Report on the review of behaviour and attendance in schools in Wales. The National Behaviour and Attendance Review (NBAR) in Wales was chaired by the author of this paper. Both the Review and the Welsh Assembly Government’s response contained recommendations related to the training and professional development needs of staff in schools and local authorities (LAs). A paper on the professional development needs of staff on behaviour and attendance based on the NBAR recommendations is published in the same edition of this journal. This follow‐up paper focuses upon the Welsh Assembly Government’s response to these recommendations and its implementation plan on which the author acted as the professional adviser. The Welsh Assembly Government accepted with cross‐party support that the training and professional development needs of teachers and LA staff in behavioural management and school attendance had been neglected over many years. For the first time, coordinated new training and continuing professional development programmes on behavioural management and school attendance will be introduced in Wales soon. The next stage will be to evaluate the effectiveness of these programmes. 相似文献