全文获取类型
收费全文 | 591篇 |
免费 | 12篇 |
专业分类
教育 | 477篇 |
科学研究 | 11篇 |
各国文化 | 7篇 |
体育 | 52篇 |
文化理论 | 3篇 |
信息传播 | 53篇 |
出版年
2023年 | 5篇 |
2022年 | 6篇 |
2021年 | 5篇 |
2020年 | 13篇 |
2019年 | 31篇 |
2018年 | 32篇 |
2017年 | 26篇 |
2016年 | 30篇 |
2015年 | 14篇 |
2014年 | 25篇 |
2013年 | 177篇 |
2012年 | 12篇 |
2011年 | 14篇 |
2010年 | 17篇 |
2009年 | 13篇 |
2008年 | 10篇 |
2007年 | 24篇 |
2006年 | 13篇 |
2005年 | 9篇 |
2004年 | 11篇 |
2003年 | 11篇 |
2002年 | 7篇 |
2001年 | 9篇 |
2000年 | 10篇 |
1999年 | 7篇 |
1998年 | 3篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1987年 | 5篇 |
1984年 | 3篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1970年 | 2篇 |
1969年 | 4篇 |
1968年 | 1篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1955年 | 1篇 |
排序方式: 共有603条查询结果,搜索用时 15 毫秒
91.
Louise Archer Jennifer DeWitt Justin Dillon 《Research in Science & Technological Education》2013,31(1):35-55
Background: It is widely agreed that more needs to be done to improve participation in science, technology, engineering and mathematics (STEM). Despite considerable investment in interventions, it has been difficult to discern their effectiveness and/or impact on participation.Purpose: This paper discusses findings from a six-week pilot STEM careers intervention that was designed and overseen by a teacher from one London girls’ school. We reflect on the challenges for those attempting such interventions and the problems associated with evaluating them.Sample: Data were collected from Year 9 students (girls aged 13–14 years) at the school.Design and methods: Pre- and post-intervention surveys of 68 students, classroom observations of intervention activities, three post-intervention discussion groups (five or six girls per group) and a post-intervention interview with the lead teacher were conducted.Results: Although the intervention did not significantly change students’ aspirations or views of science, it did appear to have a positive effect on broadening students’ understanding of the range of jobs that science can lead to or be useful for.Conclusions: Student aspirations may be extremely resistant to change and intervention, but students’ understanding of ‘where science can lead’ may be more amenable to intervention. Implications are discussed, including the need to promote the message that science is useful for careers in and beyond science, at degree and technical levels. 相似文献
92.
94.
95.
96.
97.
98.
99.
100.
Predictors of developmentally appropriate classroom practices in kindergarten through third grade 总被引:2,自引:0,他引:2
Kelly L. Maxwell R. A. McWilliam Mary Louise Hemmeter Melinda Jones Ault John W. Schuster 《Early childhood research quarterly》2001,16(4)
This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices. 相似文献