全文获取类型
收费全文 | 599篇 |
免费 | 4篇 |
专业分类
教育 | 381篇 |
科学研究 | 86篇 |
各国文化 | 6篇 |
体育 | 47篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 79篇 |
出版年
2024年 | 3篇 |
2023年 | 4篇 |
2022年 | 10篇 |
2021年 | 17篇 |
2020年 | 22篇 |
2019年 | 40篇 |
2018年 | 52篇 |
2017年 | 35篇 |
2016年 | 33篇 |
2015年 | 15篇 |
2014年 | 41篇 |
2013年 | 123篇 |
2012年 | 23篇 |
2011年 | 29篇 |
2010年 | 17篇 |
2009年 | 21篇 |
2008年 | 20篇 |
2007年 | 6篇 |
2006年 | 19篇 |
2005年 | 6篇 |
2004年 | 6篇 |
2003年 | 4篇 |
2002年 | 5篇 |
2001年 | 7篇 |
2000年 | 5篇 |
1998年 | 6篇 |
1997年 | 4篇 |
1995年 | 3篇 |
1993年 | 2篇 |
1992年 | 5篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 3篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1903年 | 1篇 |
排序方式: 共有603条查询结果,搜索用时 0 毫秒
201.
Toby Park Chenoa S. Woods Keith Richard David Tandberg Shouping Hu Tamara Bertrand Jones 《Innovative Higher Education》2016,41(3):221-236
Historically, college students needing additional academic preparation have been assigned to developmental/remedial courses. In 2013 Florida took a drastic departure from this model by passing Senate Bill 1720, which prohibited institutions from requiring placement tests and made developmental education optional for many students, regardless of prior academic preparation. For this pilot study we conducted a survey at two colleges in the Florida College System to begin to understand the kinds of courses students will take now that developmental education is optional and the factors that students considered when making their course enrollment decisions. 相似文献
202.
从北京到班加罗尔,从悉尼到汉城,并购热潮席卷亚太金融服务业.2005年整个亚太地区银行、经纪和保险并购业务总额高达300亿美元,是过去十年来并购频繁程度排名第二的年度.显而易见,强劲的经济增长,颇具吸引力的目标公司价格促使国际投资者蜂拥在亚太金融市场下注.而中国在整个地区表现最为突出. 相似文献
203.
Jihyun Lee Taejung Park Robert Otto Davis 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(2):211-228
The current popularity of flipped learning may be attributed to its reported successes in bringing about enhanced learner engagement and positive learning outcomes. This study aims to improve our understanding of flipped learning (FL) outcomes by examining factors of learner engagement, academic capability, and epistemological beliefs. Data were collected and statistically analyzed from 231 undergraduate students enrolled in a general biology or general chemistry course at a Korean university implemented with the FL model. The results indicated that learners’ epistemological beliefs influenced neither pre-class nor in-class engagement, but that academic capability did affect both pre-class and in-class engagement. Only content/learning-related outcomes, not generic competencies or satisfaction, were affected by both academic capability and epistemological beliefs. Both pre-class and in-class engagement levels affected most types of FL outcomes except generic competencies, which were only affected by the extent of in-class engagement. Learners’ affective engagement was not influenced by epistemological beliefs, but directly and indirectly affected FL outcomes via behavioral and cognitive engagement. Theoretical and practical implications are discussed along with recommendations. 相似文献
204.
Meredith Park Rogers Sandra Abell John Lannin Chia-Yu Wang Kusalin Musikul David Barker Shannon Dingman 《International Journal of Science and Mathematics Education》2007,5(3):507-532
This study compares the views of teachers and professional development facilitators about effective professional development
(PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics
PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and
teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences
for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and
improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research
documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1)
challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging
teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student
data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based
reform. 相似文献
205.
Yujeong Park Dong Gi Seo Eric J. Moore Byungkeon Kim 《The Journal of educational research》2018,111(4):404-416
The authors' purpose was to examine the degree to which low achievement is related to ontogenetic factors (i.e., personal psychological traits expressed as attention and depression) or microsystemic factors (i.e., socioeconomic status, parenting, relationship with peers and teachers), using a total of 721 middle school students in South Korea. Based on the percentile rank, low-achieving students (bottom 15%; n = 323) and high-achieving students (top 15%; n = 398) were grouped, and a multigroup structural equation modeling was employed to determine which ecological factor(s) contribute to predict low achievement of middle school students. Results from multigroup structural equation modeling showed that 3 of the 6 ecological and ontological factors had significant direct or indirect effect on low achievement: socioeconomic status (direct effect), attention (direct effect), parenting (indirect effect). The findings are discussed in terms of the intertwined influences of ecological factors on low achievement, finally leading to the discussion on the limitations and future directions for research. 相似文献
206.
Young Park Franziska Zellweger Moser 《Journal of Science Education and Technology》2008,17(2):197-207
The goal of this research effort is to provide insights on what core needs and difficulties exist toward the implementation
of ICT in higher education in emerging countries and how a consortium like LINC can best support these efforts. An exploratory
research design combining a survey, on-site interviews, participant observation and document analysis were employed to answer
the research questions. Main challenges in establishing technology- based learning environments were identified in the area
of pedagogies, finances, technological infrastructure, cultural change, organization, and management. LINC, as an non-political
organization embedded in an academic environment, can take an important role in facilitating the dialogue among participants
through various platforms, take an active role in promoting joint programs and assist with efforts to “localize” tools and
practice.
相似文献
Young ParkEmail: |
207.
Education and poverty in rural China 总被引:3,自引:0,他引:3
We analyze household and school survey data from poor counties in six Chinese provinces to examine the effects of poverty, intra-household decision-making, and school quality on educational investments (enrollment decisions) and learning outcomes (test scores and grade promotion). Unlike previous studies, we use direct measures of credit limits and women's empowerment. Drawing a distinction between the effects of wealth (measured by expenditures per capita) and credit constraints, we find that the former improves learning while the latter reduces educational investments. We find evidence of a story of gender bias in which academically weak girls are more likely to drop out in primary school while most boys continue on to junior secondary school. Women's empowerment reduces the likelihood of dropping out but does not affect other outcomes. Finally, our measures of school quality have some effect on the duration of primary school enrollment but not on learning. 相似文献
208.
In this study, we examine gender inequality in the use of the Korean central government website in 2010. Adapting the digital divide and the gender differentiation hypothesis, we analyze e-government users and the determinants of their demand for e-government websites. Specifically, after controlling for socio-economic factors and family characteristics as demand determinants, we test whether gender inequality in e-government access and usage persists across central government units that provide differentiated public services. Our regression results indicate (i) no persistent gender inequality, supporting the gender differentiation hypothesis, and (ii) the importance of family characteristics as a determinant of demands for e-government websites. However, we also find a persistent divide in access to and usage of central e-government services by education and occupation, which deserves more attention and further research. 相似文献
209.
Given the assumption that mass media reflect the cultural values of a society, this study investigates the effects of American and Korean mass media on Korean immigrants' acculturation process. Structural equation modeling and hierarchical regression modeling were used to evaluate how exposure to mass media is related to the acculturation process. The survey results from the two different analyses were consistent with each other, in that exposure to American mass media was a significant positive predictor for the acceptance of American cultural values and a significant negative predictor of the affinity for Korean cultural identity. However, exposure to Korean mass media was related to neither immigrant's affinity for Korean cultural identity nor acceptance of American cultural values. Thus, we surmise that even though Korean immigrants are frequently exposed to both American and Korean mass media, they tend to be Americanized instead of bicultural due to the strong effects of the American media. 相似文献
210.