全文获取类型
收费全文 | 128篇 |
免费 | 2篇 |
专业分类
教育 | 104篇 |
科学研究 | 5篇 |
体育 | 7篇 |
信息传播 | 14篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 3篇 |
2019年 | 2篇 |
2018年 | 8篇 |
2017年 | 6篇 |
2016年 | 1篇 |
2015年 | 2篇 |
2014年 | 2篇 |
2013年 | 25篇 |
2012年 | 6篇 |
2011年 | 3篇 |
2010年 | 1篇 |
2009年 | 2篇 |
2008年 | 3篇 |
2007年 | 1篇 |
2006年 | 1篇 |
2005年 | 3篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2002年 | 1篇 |
2001年 | 4篇 |
2000年 | 1篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 3篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 3篇 |
1982年 | 1篇 |
1980年 | 2篇 |
1977年 | 1篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1972年 | 4篇 |
1969年 | 5篇 |
1967年 | 3篇 |
1870年 | 1篇 |
排序方式: 共有130条查询结果,搜索用时 140 毫秒
61.
The study examined differences in students' reported homework value, motivation, and metacognitive strategy use during homework completion among two grades, gender, and three achievement levels. Differences among six homework self-regulation constructs (utility value, intrinsic value, effort, persistence, planning, and self-checking) were also examined. Participants were 330 seventh and 407 eleventh graders from a metropolitan city in China. Chinese students' reported self-regulated learning during homework declined from middle to high school. Whereas students rated utility value and effort high, intrinsic value and self-checking were rated low. Male and female students did not differ in homework self-regulation. Achievement-level differences in homework self-regulation were found in seventh graders, but not in eleventh graders. The pattern of Chinese students' reported homework value, motivation, and metacognitive strategy use were discussed, and instructional implications were offered. 相似文献
62.
Lonnie G. Thompson 《中国科学院院刊(英文版)》2012,(2):144-145
First let me say that I am honored to be asked for advice and suggestions as a Foreign Member of the Chinese Academy of Sciences.I have been working in China since 1984, first with the Institute of Glaciology and Geocryology located in 相似文献
63.
Donna-Maria B. Maynard Patricia L. Welch 《International journal for the advancement of counseling》2009,31(1):17-31
Abstract
The coping strategies of middle adolescents (14–16 years) generate interest amongst educators, parents, school psychologists
and school counsellors. This study, using a phenomenological approach, examined the coping strategies of ‘problem’ adolescents
in the Caribbean in regard to their interactions with peers and teachers. Data were collected from semi-structured interviews
with a purposive sample of twenty middle adolescents in Barbados. The adolescents’ efforts to manage problems in the school
environment suggested that they actively sought to prevent problems from progressing to a maladaptive level. An apparent sequence
of coping behaviours emerged from the qualitative data analysis. The sequence involves a dynamic process of seven cognitive
decision-making and behavioural steps that the adolescents engaged in, in their quest to manage and effectively cope with
daily problems. Based on the findings, recommendations are presented for working with adolescents who demonstrate problem
behaviours within the school environment. 相似文献
64.
As states evaluate whether they should continue with their current assessment program or adopt next-generation college readiness assessments, it is important to ascertain the degree to which current high school assessments can be used for college readiness interpretations. In this study, we examined the ability of a state assessment to serve as an indicator of college readiness. Empirical evidence is presented summarizing relationships between performance on the standards-based high school assessment and performance in college. Benchmarks were set on the Reading, Mathematics, and Science tests by linking assessment scores directly to grades in college courses. The accuracy of the benchmarks was similar to that of a traditional college admission test. Students who met the college readiness benchmarks earned higher grades in general education college courses and had higher first-year college grade point averages. Implications for states and other stakeholders are discussed. 相似文献
65.
66.
67.
68.
Catherine Hartung Nicoli Barnes Rosie Welch Gabrielle O’Flynn Jonnell Uptin Samantha McMahon 《Sport, Education and Society》2017,22(1):40-57
The ‘neoliberal turn’ in the higher education sector has received significant intellectual scrutiny in recent times. This scrutiny, led by many established academics working within the sector, has highlighted the negative repercussions for teaching and research staff, often referred to as the ‘academic precariat’ due to their tenuous employment prospects within an increasingly market-driven system. This critique of the modern university can also inadvertently position academics as either resisting or complying with neoliberal governance. This does not adequately account for the nuanced and poetic ways in which professional, personal and gendered subjectivities are formulated, intertwined and negotiated. In this paper we draw on the six overlapping yet distinct narratives of the six female authors, all early-career academics from Australia. We capture and analyse these narratives through collective biography, a qualitative methodology underpinned by the work of Davies and Gannon and others, that helps us to move beyond the ‘good vs. bad’, ‘resistance vs. compliance’ debates about academic life. We identify aspects of our lived subjectivities that offer rupture through poetic and hopeful ways of understanding how academics construct and negotiate their lives. 相似文献
69.
70.
Lonnie D. Harvel 《Innovative Higher Education》2006,31(3):161-174
A recent survey of studies [Tenopir, Hitchcock, & Pillow (2003). Use and users of electronic library resources: An overview and analysis of recent research studies. Washington, DC: Council on Library and Information Resources.] concluded “both faculty and students use and like electronic resources and most readily adopt them if the sources are perceived as convenient, relevant, and time saving to their natural workflow” (p. iv). However, the results of access studies show that actual use of online content is relatively low. This is because navigation to the online content in these various collections is not convenient, requires multiple steps in order to reach relevant content, and is not integrated into a student's natural workflow. In our research, we have designed, implemented, deployed, and evaluated a method for making content available to students that targets the content to their current need.
相似文献
Lonnie D. HarvelEmail: |