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71.
This paper analyses accountability and partnership in Initial Teacher Education for the primary school sector in Northern Ireland. In considering teacher education, the paper focuses on three higher education institutions: Stranmillis University College, St Mary's University College and the University of Ulster. Of the three institutions, the Roman Catholic Church maintains St Mary's University College while the other institutions have no religious affiliations. The paper focuses on the reform of teacher education within the British Isles and sets Northern Ireland into a context of a system of teacher education which has developed new patterns of accountability. Three sources of evidence are used to analyse accountability; firstly the perception of schools that are partners in Initial Teacher Education; secondly, the views of the Education and Training Inspectorate who are responsible for accrediting teacher education in Northern Ireland; and thirdly, the views of the three university schools of education. The paper will demonstrate how teacher education in Northern Ireland is simultaneously similar to, and different from, teacher education in the rest of the developed world. It will illuminate the dimensions of accountability in the primary school sector and show how in Northern Ireland this is heavily segregated by religious denomination. 相似文献
72.
Leslie Rutkowski David Rutkowski Yuan-Ling Liaw 《Assessment in Education: Principles, Policy & Practice》2019,26(6):643-664
ABSTRACTModern international studies of educational achievement have grown in terms of participating educational systems. Accompanying this development is an increase in heterogeneity, as more and different kinds of educational systems take part. This growth has been particularly pronounced among low-performing, less economically developed systems. Although studies such as PISA have made modifications to account for increased diversity, the degree to which international assessments serve educational systems at the lower ends of the achievement continuum is understudied. We used modified Wright maps and PISA’s definition of proficiency to evaluate the fitness of PISA, especially among low performers. Our findings suggest that there is mismatch between some populations and PISA. Results from a simulation show that such disparities produced biased achievement estimates and correlations with policy relevant variables. Projected PISA growth and new instantiations of PISA, particularly geared toward developing educational systems, make these findings timely and especially relevant. 相似文献
73.
Secondary data analysis was used to develop and examine disability-related differences in outcome constructs from the National Longitudinal Transition Study-2. Findings suggest that outcome constructs could be created that represented key elements of quality of life domains including social relationships, financial independence, financial supports, employment, emotional well-being, postsecondary education, independent living, health status, access to services, and advocating for needs. The constructs could be measured equivalently across disability groups, but young adults with high incidence disabilities, generally, experienced more positive outcomes than those with more severe disabilities, despite the finding that those with more severe disabilities have greater access to services and financial supports. Implications for future research and practice are discussed. 相似文献
74.
A critical assumption made in Kapur’s (Instr Sci 40:651–672, 2012) productive failure design is that students have the necessary prerequisite knowledge resources to generate and explore solutions to problems before learning the targeted concept. Through two quasi-experimental studies, we interrogated this assumption in the context of learning a multilevel biological concept of monohybrid inheritance. In the first study, students were either provided or not provided with prerequisite micro-level knowledge prior to the generation phase. Findings suggested that students do not necessarily have adequate prior knowledge resources, especially those at the micro-level, to generate representations and solution methods for a multilevel concept such as monohybrid inheritance. The second study examined how this prerequisite knowledge provision influenced how much students learned from the subsequent instruction. Although the prerequisite knowledge provision helped students generate and explore the biological phenomenon at the micro- and macro-levels, the provision seemingly did not confer further learning advantage to these students. Instead, they had learning gains similar to those without the provision, and further reported lower lesson engagement and greater mental effort during the subsequent instruction. 相似文献
75.
Investigating the impact of prior knowledge and interest on aquarium visitor learning 总被引:1,自引:0,他引:1
Most free‐choice science learning institutions, in particular science centers, zoos, aquariums, and natural history museums, define themselves as educational institutions. However, to what extent, and for which visitors, do these free‐choice learning settings accomplish their educational mission? Answering this question has proven challenging, in large part because of the inherent variability of visitors to such settings. We hypothesize that the challenges of measuring free‐choice science learning might be diminished if it were possible to pool populations during analysis in ways that reduced this variability. Specifically, we propose grouping learners according to their entering understanding and attitudes, using qualitative categories such as minimal, moderate, and extensive. In this article, we use data collected at the National Aquarium in Baltimore to determine whether grouping makes it possible to discern more readily the nature of changes in aquarium visitors' conservation knowledge and attitudes. Although analysis revealed that there were significant changes in both conservation knowledge and attitudes, entry to exit, for all 100 visitors studied, a more detailed analysis revealed that gains were not evenly distributed across all visitors. The results support the hypothesis that the grouping of learners into minimal, moderate, and extensive conservation knowledge and attitude categories enabled a more fine‐grained and accurate understanding of changes in aquarium visitor's conservation learning. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 163–176, 2003 相似文献
76.
Leslie Rescorla Marion C. Hyson Kathy Hirsh-Pasek Jessica Cone 《Early education and development》1990,1(3):165-184
This study reports psychometric data on the Educational Attitude Scale, a new instrument designed to tap parental opinions about early academic, artistic, athletic, and social experiences. Mothers of 371 middle class prekindergarten children in 22 different schools completed the 32-item Likert-style survey. Mothers were highly similar in their views about the importance of social experiences, but differed widely in their opinions about early academic instruction for preschoolers. The scale proved to have excellent split-half and test-retest reliability. Correlational analysis and factor analysis supported the general domain structure along which the instrument was designed. Scores on the Educational Attitude Scale were significantly correlated with scores on a Developmental Expectations Card Sort. Highly significant differences were found in parent attitudes on the scale when schools were grouped into those High versus Low in academic emphasis by community reputation and observed classroom practices. Parents had significantly higher academic expectations than their children's teachers, particularly in schools with “Low Academic” emphasis. 相似文献
77.
This paper compares the results of NCES and Carnegie surveys of postsecondary faculty to identify points of agreement and disagreement between them, and to contrast the respective survey results to other recent research on faculty. The two surveys utilized differently constructed samples, experienced different response rates, and employed different weighting schemes for purposes of analyzing and interpreting the results. Certain important inconsistencies in the results of the two surveys were observed and the paper provides a critical analysis of methodological and interpretive issues raised in a comparison of the surveys' results. 相似文献
78.
Gerald W. McLaughlin James R. Montgomery Dr. Leslie F. Malpass 《Research in higher education》1975,3(3):243-259
Chairmen at 38 state and land-grant institutions were found to be involved in three major roles: academic, administrative, and leadership. The academic role consists of duties of student involvement and research activities. Chairmen enjoy this role and report high emphasis on concurrent goals but feel frustrated in terms of time to pursue commensurate activities. The administrative role requires the majority of time and also contains some of the less desirable duties. In addition, administrative goals are seen as over-emphasized. The leadership role involves tasks related to academic personnel and program development. It is a major satisfaction realized by accepting the position of chairman. Developing abilities of faculty members and maintaining academic freedom are the two most important goals in this role. The respondents also made suggestions on changes and development programs which would improve their effectiveness. 相似文献
79.
David W. Leslie 《Higher Education》1975,4(2):233-246
This paper attempts a theoretically based articulation of the concept of legitimacy and applies the elements of the concept to concrete problems in university governance. Legitimacy is measured by the assessment of several elements of governance by constituents. It is a function of constituents' value systems, of the decision-making issue, and of the level at which decisions are made. The components of legitimacy are developed, and illustrative applications are provided. Through operational application of the idea of political legitimacy, it is contended that more realistic and workable solutions to governance can be approximated and that crisis oriented governance tactics can be reserved for situations which genuinely require them. 相似文献
80.
Leslie L. Bohon Susan McKelvey Joan A. Rhodes Valerie J. Robnolt 《Teacher Development》2017,21(5):609-634
AbstractExperiential learning theory places experience at the center of learning. Kolb’s four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle – feeling, reflection, thinking, and action. This research assesses the alignment of Kolb’s experiential learning cycle with the week-long Summer Institute of Assisting, Collaborating, and Training ESL Secondary Content Teachers (ACT-ESL), the first stage of a professional development model designed to train content teachers of English Language Learners (ELLs). Qualitative and quantitative data analysis from pre- and post-surveys determined positive changes in participants’ understanding of key ELL concepts, knowledge, and understanding of instructional strategies and practices. Analysis indicated that the Summer Institute had a large effect (d > 2.00 for each scale), regardless of previous training in ELL instructional strategies. Findings show that the Summer Institute incorporated the cycle of learning and tenets of Kolb’s experiential learning theory and evidenced teacher learning. 相似文献