全文获取类型
收费全文 | 459篇 |
免费 | 16篇 |
专业分类
教育 | 399篇 |
科学研究 | 3篇 |
各国文化 | 6篇 |
体育 | 24篇 |
信息传播 | 43篇 |
出版年
2024年 | 1篇 |
2023年 | 5篇 |
2022年 | 6篇 |
2021年 | 4篇 |
2020年 | 7篇 |
2019年 | 18篇 |
2018年 | 29篇 |
2017年 | 29篇 |
2016年 | 23篇 |
2015年 | 18篇 |
2014年 | 15篇 |
2013年 | 103篇 |
2012年 | 18篇 |
2011年 | 20篇 |
2010年 | 12篇 |
2009年 | 19篇 |
2008年 | 16篇 |
2007年 | 16篇 |
2006年 | 15篇 |
2005年 | 14篇 |
2004年 | 13篇 |
2003年 | 18篇 |
2002年 | 7篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 9篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 8篇 |
1995年 | 4篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1988年 | 1篇 |
1986年 | 1篇 |
排序方式: 共有475条查询结果,搜索用时 0 毫秒
471.
The purpose of this teacher action research was twofold: to learn more about preservice teachers' preconceived notions related to listening and to investigate how a listening journal assignment impacted preservice teachers' views of listening as an important aspect of discourse. The participants were enrolled in a mathematics methods course for PreK–3 (early childhood) majors during their last semester of coursework prior to student teaching. Data in the form of final reflections from participants' listening journals and researchers' field notes were analyzed. Findings suggest that the preservice teachers entered the course without truly considering listening as an important component of teaching methods related to facilitating classroom discourse. The listening journal assignment helped them begin to think more deeply about listening and the different definitions and modes of listening; however, at the end of the semester, many still wrote about their own personal journeys with listening and not about the role of listening as a key element in promoting classroom discourse and learning. 相似文献
472.
This study investigated whether the effect of exposure to code-switching on bilingual children's language performance varied depending on verbal working memory (WM). A large sample of school-aged Spanish–English bilingual children (N = 174, Mage = 7.78) was recruited, and children were administered language measures in English and Spanish. The frequency with which the children were exposed to code-switching was gathered through parent report. For children with high verbal WM, greater exposure to code-switching was associated with higher levels of language ability. In contrast, for children with lower verbal WM, greater exposure to code-switching was associated with lower levels of language ability. These findings indicate that children's cognitive processing capacity dictates whether exposure to code-switching facilitates or hinders language skills. 相似文献
473.
Kimberly E. Ward Barbara A. Rothlisberg David E. McIntosh Madeline H. Bradley 《Psychology in the schools》2011,48(5):454-463
The purpose of this study was to examine the factor structure of the Stanford‐Binet Intelligence Scales, Fifth Edition (SB‐V), based on the Cattell‐Horn‐Carroll (CHC) theory of intelligence using a sample of 200 preschool children. The CHC framework uses three different models: one similar to Spearman's g, one similar to the Gf‐Gc model, and one representing the hierarchical three‐stratum CHC model. A confirmatory factor analysis (CFA), utilizing these three models, was conducted to determine which theoretical model best described the ability structure measured by the SB‐V. Results of the CFA revealed that, although the two‐stratum model provided the best fit statistics, a large amount of overlap existed among the broad CHC factors in this model. Therefore, these results suggested that a simple, overall ability model may be the best representation of ability for preschool children when using the SB‐V because the factors appeared to be indistinct with this age group. © 2011 Wiley Periodicals, Inc. 相似文献
474.
Karen Hunter Quartz Jarod Kawasaki Daniel Sotelo Kimberly Merino 《Journal of Educational Change》2014,15(2):125-152
This paper reports the results of an 18-month integrated, problem-solving research study of one new school’s efforts to create a K-12 system of student assessment data that reflects their innovative vision for personalized and student-centered instruction. Based on interview, observational, and documentary data, the authors report how teachers articulate, measure, and assess student core competencies, aligned with a common vision and supported by a technology interface designed to promote data use. Findings from this study add to the research literature on assessment and data use by articulating the necessary knowledge and supports teachers in new autonomous schools need to develop and formatively use student assessment data. 相似文献
475.
Kimberly A. Freeman 《Performance Improvement Quarterly》1996,9(3):65-79
Most workers are subject to factors in the work place that are beyond their power to control and that act to restrict their performances. Despite the uncontrollable nature of these ‘“situational constraints,” there is evidence that appraisals of work performance tend lo unfairly blame the worker for the shortfalls in performance that these constraints cause. The magnitude of this tendency may be unclear due to the ways in which constraints have been assessed in previous research. A lab study was conducted to obtain a better estimate of the magnitude of situational constraint “bias” using a relativistic rating method that factors out the influence of constraints from performance appraisals. The results indicated that this bias is considerably stronger than previous reports had indicated and may be the dominant source of unfairness in performance appraisals. 相似文献