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971.
This embedded case study explores the student-teacher relationship in a one-to-one technology environment. The actual change in relationship in a one-to-one classroom was examined. The study was guided by the self-system theory of motivation and its three characteristics of autonomy, relatedness, and competency as a theoretical framework. To explore this topic, the researchers considered the perspectives of four classroom teachers and 207 high school students at a suburban public high school in New Jersey. The case study research utilized teacher interviews, classroom observations, student surveys, and a student focus group. The findings revealed a notable change in the relationship between teachers and students within the one-to-one environment. The change existed in the connectivity between the teachers and their students beyond the classroom and school. The researchers concluded that the teachers and their students did have a positive relationship in a one-to-one environment and that relationship depended on the teacher’s ability to engage students using the one-to-one device. The researchers concluded that the one-to-one environment creates an autonomous learning environment for students; teachers and students have a relatedness that extends beyond the traditional boundaries of a school; and a higher level of competency in both teachers and students creates a more engaging classroom. As one-to-one technology environments are becoming more popular across the country, this study contributes to a better understanding of the expected changes in teacher-student relationships before issues of conflict occur. 相似文献
972.
Oscar Valiente Kevin Lowden Queralt Capsada-Munsech 《British Journal of Sociology of Education》2020,41(2):218-233
AbstractThis article shows how the Scottish Government’s (SG) political management of the Global Financial Crisis (GFC) has reinforced the economic goals of lifelong learning (LLL) under the skills for work agenda. Youth unemployment has been prioritized as the main social problem to be addressed, and most of the limited public resources for LLL have been targeted towards youth at risk of unemployment at the expense of the rest of the adult population. The article adopts a Cultural Political Economy perspective to examine LLL policy discourses contained in 12 policy documents published by the SG during the period between the Scottish National Party’s arrival in power and the Independence Referendum (2007–2014). The analysis draws attention to the fact that the GFC has been used by the SG to legitimize selective cuts to the further education sector as well as a stronger labour market orientation within LLL provision. 相似文献
973.
Parents and families who are homeless need positive communication experiences with early childhood programs. This article provides several examples of ways to connect with families who are homeless and to meet their needs through continuous communication. Staff development ideas, parent and family involvement, and school-community support strategies are especially noted. 相似文献
974.
Our paper conceptualizes protest rhetoric in order to theorize the underlying relationship between communication and subjectivity. We do this by highlighting how rhetorical protest challenges the sovereignty of voice. Our argument is that Martin Luther's Ninety-Five Theses is an example of a sign that protests. To make this argument, we use a materialist method from media studies that simultaneously examines the formal capacities of a sign that protests and maps its historical transformation. Our analysis opens with the two prevailing accounts of Luther's theses: disputation and dissemination. We extend both disputation and dissemination by placing them in a “universal history” of protest rhetoric that grounds many accepted critical rhetorical theories in specific systems of representation. Drawing together our findings, we conclude by urging the replacement of logos and logocentrism with the logistics of protest rhetoric in order to link together disputation and dissemination as a mechanism for both change and subjection. 相似文献
975.
AbstractMore than 20 years ago, literacy pedagogies informed by the emerging networked world defined by local diversity and global connectedness, new digital media and fast capitalism. Modern people now fully inhabit the world they described, but the contours of that world’s racial dynamics and growing inequality call for a refinement of pedagogies that embrace a more activist metaphor than that of design. Our pedagogies of multiliteracies must now embrace the ‘organizing of social futures’ in ways that apprentice young people to repertoires of collective action, in which literacy becomes more fully a means of supporting community efforts to promote and bring about more just futures. 相似文献
976.
Anne Henry Cash Arya Ansari Kevin J. Grimm Robert C. Pianta 《Early education and development》2019,30(1):60-81
The current study focuses on the cumulative effect on children’s early learning outcomes of the quality of teacher–child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently low-quality teacher–child interactions, as defined by the Classroom Assessment Scoring System, during prekindergarten and kindergarten. Research Findings: Results indicated statistically significant differences in directly assessed language and literacy skills between children who experienced consistently high- and consistently low-quality instructional support. This was true after just 1 year, and gains were even greater for children who experienced high levels of instructional support over 2 years. Emotional support and classroom organization were not associated with children’s academic learning. Practice or Policy: Although children experience cumulative benefits in response to high-quality instructional supports over 2 years, relatively few children have access to such opportunities. We discuss these results in light of limited consistency in children’s experiences over the early school years and the presence of selection bias. 相似文献
977.
Mark Barrett Rea Reason Teresa Regan Steve Rooney Christine Williams Kevin Woods 《Educational Psychology in Practice》2002,18(4):297-311
The present article describes the rationale, development and initial evaluation of a framework for enquiry that enabled a team of educational psychologists from four local education authorities to co-research the concept of 'noticing and adjusting' in relation to children's literacy progress. The work is based on reflective practice where psychologists and teachers considered the usefulness of the framework in developing interactive assessment and teaching approaches in the classroom. The collaborative work helped us to focus on teacher practice and innovative thinking rather than child, teacher or resource/environmental deficits. 相似文献
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979.
980.
Marcia C. Linn Tina De Benedictis Kevin Delucchi Abigail Harris Elizabeth Stage 《科学教学研究杂志》1987,24(3):267-278
The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose “I don't know” rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the “I don't know” response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the “I don't know” response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender-neutral assessment items. 相似文献