全文获取类型
收费全文 | 310篇 |
免费 | 5篇 |
国内免费 | 3篇 |
专业分类
教育 | 281篇 |
科学研究 | 6篇 |
各国文化 | 1篇 |
体育 | 1篇 |
信息传播 | 29篇 |
出版年
2022年 | 3篇 |
2021年 | 4篇 |
2020年 | 5篇 |
2019年 | 12篇 |
2018年 | 7篇 |
2017年 | 6篇 |
2016年 | 20篇 |
2015年 | 11篇 |
2014年 | 12篇 |
2013年 | 65篇 |
2012年 | 7篇 |
2011年 | 6篇 |
2010年 | 6篇 |
2009年 | 4篇 |
2008年 | 14篇 |
2007年 | 10篇 |
2006年 | 8篇 |
2005年 | 8篇 |
2004年 | 8篇 |
2003年 | 4篇 |
2002年 | 6篇 |
2001年 | 3篇 |
2000年 | 2篇 |
1999年 | 4篇 |
1998年 | 4篇 |
1996年 | 7篇 |
1995年 | 3篇 |
1994年 | 6篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 5篇 |
1987年 | 5篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1966年 | 1篇 |
1904年 | 1篇 |
排序方式: 共有318条查询结果,搜索用时 15 毫秒
231.
Marcia Devlin 《高等教育研究与发展》2002,21(3):289-304
An instrument used to gather university students' perceptions of their learning environments, the Perceptions of Learning Environments Questionnaire (PLEQ) has been used recently in higher education research. The current paper examines the strengths and limitations of the PLEQ, particularly in relation to uncovering student perceptions about responsibility for their own learning. A study trialling a modified questionnaire, which builds on the advances and addresses the limitations of the PLEQ, is reported. 相似文献
232.
233.
234.
At many primarily undergraduate institutions, biology faculty members mentor student research collaborators. If publication is required for tenure and promotion, this research is expected to result in periodic publications; and publication rates are a common metric used to assess faculty productivity. However, we have uncovered a highly significant difference in the time required to publish articles based on biological sub-discipline. It takes, on average, twice as long for molecular biologists to publish articles than scholars from other sub-disciplines in biology. We believe that this analysis can be used to assess whether this phenomenon generalizes to other disciplines and/or other categories of institutions. 相似文献
235.
Marcia C. Linn Tina De Benedictis Kevin Delucchi Abigail Harris Elizabeth Stage 《科学教学研究杂志》1987,24(3):267-278
The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose “I don't know” rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the “I don't know” response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the “I don't know” response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender-neutral assessment items. 相似文献
236.
Cirino Paul T. Miciak Jeremy Ahmed Yusra Barnes Marcia A. Taylor W. Pat Gerst Elyssa H. 《Reading and writing》2019,32(7):1819-1846
Reading and Writing - Executive function (EF) is related to reading. However, there is a lack of clarity around (a) the relative contribution of different components of EF to different reading... 相似文献
237.
Marcia K. Henry 《Annals of dyslexia》1988,38(1):258-275
In this paper, the relevance of word structure knowledge to decoding and spelling instruction is discussed. An explicit, discussion
oriented, direct approach to teaching decoding and spelling based on word origin and structure results in improved reading
and spelling. This instruction leads students to a comparison and contrast of letter-sound correspondences, syllable patterns,
and morpheme patterns in English words of Anglo-Saxon, Romance, and Greek origin. 相似文献
238.
Kathleen Aikens Marcia McKenzie Philip Vaughter 《Environmental Education Research》2016,22(3):333-359
This paper reports on a systematic literature review of policy research in the area of environmental and sustainability education. We analyzed 215 research articles, spanning four decades and representing 71 countries, and which engaged a range of methodologies. Our analysis combines quantification of geographic and methodological trends with qualitative analysis of content-based themes. Significant findings included temporal spikes in published policy research occurring in the mid-1970s, late 1990s, and after 2005, as well as geographic under-representation of Africa, South and Central America, Eastern Europe, and North and West Asia. The majority of articles reviewed were non-empirical; empirical articles overwhelmingly focused on teaching and learning directives, rather than exploring the complexity of policy development or enactment. We conclude our analysis by describing key research gaps as highlighted by the review and propose directions for moving forward policy research in environmental and sustainability education. In particular, we suggest greater research attention to critical policy theory and methodology, issues of intersectionality, and climate change education policy research. By outlining in greater detail the policy research that has been undertaken to date, the review provides a platform for a broadened diversity of policy studies in environmental and sustainability education. 相似文献
239.
Piaget's structural theory of formal thought suggests that a general construct of formal reasoning exists. The content of the task and type of problem employed are often ignored in Piagetian based studies but are important for generalizing findings to other studies and to educational problems. The study reported here examines content and problem effects of formal thought in 13-year-old adolescents. Specifically, three controlling variables tasks with different content and two question type tests (analysis and controlling questions) were administered to 120 seventh graders. Ability measures and personality dimensions associated with formal reasoning in the literature are used to clarify what formal reasoning is and how content and problem type are involved in formal reasoning. Significant main effects were found for problem and content effects (p = 0.001), and a significant interaction was found between the two (p = 0.001). Across the three tasks general ability, field dependency, and locus of control were consistently and significantly related to the controlling questions. However, only measures of field dependency were related to the analysis questions. Combinations of ability and personality factors were found to be uniquely related to each task, within each question type. Results have implications for a theory of formal thought and the teaching of the controlling variables strategy. 相似文献
240.
Marcia C. Linn 《科学教学研究杂志》1992,29(8):821-840