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181.
Eric Dion Monique Brodeur Catherine Gosselin Marie‐Ève Campeau Douglas Fuchs 《Learning disabilities research & practice》2010,25(2):87-96
It is currently considered imperative to introduce reading instruction as early as possible. This proposition was tested by assigning groups of kindergarteners (N = 256) to two conditions differing in their emphasis on prevention. In the first, teacher‐implemented research‐based interventions were implemented during kindergarten and first grade. In the second, only the first‐grade intervention was implemented. Analyses were conducted separately for students not at risk, at low risk, and at high risk of reading problems. In the short term, the kindergarten intervention was highly effective for both low‐risk and high‐risk students, but it is only for the latter group that early gains translated into better reading skills at the end of first grade. Not‐at‐risk students did not benefit from the early introduction of reading instruction. 相似文献
182.
Jeanne Marie Iorio Catherine Hamm Will Parnell Elizabeth Quintero 《Journal of Early Childhood Teacher Education》2017,38(2):121-135
Neoliberalism, capitalist ideas, and the disastrous human-induced state of the environment are evidence of the lack of connection between humans and the earth, calling for a rethinking of the relationships between humans and the planet. As early childhood educators, we wonder about our role in rethinking these relationships and in particular, the relationship between children and planet. In this article, we articulate the actions and positioning of teachers in three different research studies and various contexts (Victoria, AUS; Oregon, USA; California, USA) utilizing Latour’s (2004) ‘matters of concern’ as a framework to rethink engagement and relationality. Each project considers how place can be a provocation that makes visible the entanglement of children, families, teachers, and the more-than-human as a way to rethink pedagogy. The limitations, tensions, and possibilities that occur within and across these entanglements are explored, highlighting how the enacted practices could disrupt dominant early childhood discourses and practices. 相似文献
183.
Christopher Simmons Marie Barnard Susan C. Allen 《Journal of Teaching in Social Work》2017,37(4):369-384
This study compared a sample of entry-level and advanced BSW students, who completed pretest and posttest self-efficacy measures, to assess their level of confidence in performing social work tasks after 15 weeks of instruction. By the end of the semester, only advanced students made significant gains in self-efficacy beliefs, and they showed a significantly higher self-efficacy belief than entry-level students. Results suggest that increased mastery experiences, as found in the advanced social work curriculum, may help students develop confidence in their ability to practice as professional social workers. 相似文献
184.
In this paper we examine the leadership and management of multi-university collaborations funded by national teaching grants. The paper commences with a review of literature relating to stages of project development, key operational issues, impediments to collaboration and the leadership and management of teaching grant collaborations. Finally, we explore critical success factors in teaching grant collaborations from three perspectives – those of leader, manager and team member. 相似文献
185.
The objective of this study was to investigate a system of training designed by a Local Education Authority support service to promote interactive skill building with children on the autism spectrum. Using a case study approach, the study focused thematically upon outcomes for children, perceptions of schools regarding impact of the training programme and key features of the system of delivering training. Five schools (four primary mainstream and on primary special) which had completed training during a one‐year period participated in the research. Data was gathered using multi‐methods including questionnaires, semi‐structured interviews and document scrutiny. Findings indicate a number of positive outcomes for children, including enhanced communication skills and the development of friendships with peers. The model of training was perceived to be effective by all participants, with a focus upon increased staff confidence in order to become trainer of other members of staff. The training model comprises a number of features essential to effectiveness, including the development of partnerships between all stakeholders. The model of training is seen as a system through which continuation of interaction techniques in schools is promoted, initially with input from a local authority specialist, and with the aims of independent continuation of the programme and practices. This case study reflects the ability of support services to identify innovative ways of providing services, underpinned by the notion of promoting inclusive practices: this holistic package of support could serve as a model for other types of interventions with children with a range of needs. Conclusions indicate that involvement of children as active participants at the inception of the programme should be considered: further research ought also to include the voices of children in order to seek insights into the perceptions of the programme. 相似文献
186.
Amanda J. Henderson Heather Alexander Alison Haywood Peta Stapleton Marie Cooke Elizabeth Patterson Megan Dalton Debra K. Creedy 《Vocations and Learning》2010,3(2):141-156
This paper discusses how expert guidance can be best provided in work intensive clinical settings. The adequacy for supporting
learning in the clinical practicum for health care disciplines is often complicated by the intensive work practices in healthcare
settings. Often, clinicians’ work is so intense that the scope for providing close guidance for students is quite restricted.
The case advanced here draws on a range of empirical work to propose how clinician-student interactions might be optimized
through the provision of a clinical supervisor to assist clinicians develop collegial relationships and acquire skills in
guided learning such as demonstrating and role-modeling. These roles can contribute in essential ways to the development of
learning environments where clinicians have the opportunity to facilitate the learning of others as part of their workload,
and without being burdened by the requirements of teaching and assessment processes. It differs from other approaches because
although clinicians partner students and provide feedback to them, clinicians are not expected to formally assess or award
a grade for student performance. Assessment and remedial action, when required, is undertaken by the role of a designated
clinical supervisor qualified to perform such activities. 相似文献
187.
Sisika Priyani Nelum Ranaweera Lisa Marie Montplaisir 《Anatomical sciences education》2010,3(5):227-233
The purpose of this study was to explore students' knowledge and learning of the human nervous system (HNS) in an introductory undergraduate Human Anatomy and Physiology course. Classroom observations, demographic data, a preinstructional unit test with drawings, and a postinstructional unit test with drawings were used to identify students' overall knowledge and learning during the unit of study. Quantitative and qualitative analysis indicate that students have an initially poor understanding of the nervous system with many prevailing alternative conceptions. These alternative conceptions include both structural and functional components and often incorporate colloquial use of language. Findings reveal students include the heart as a major component of the HNS, a reflex arc illustrated by the action rather than structure, and types of neurons (unipolar, bipolar, or multipolar) differentiated by charge or number of cell bodies rather than structural arrangement. Classroom instruction coupled with concurrent laboratory participation provided experiences for students to overcome some of their alternative conceptions. The finding of this research suggest that instructors should be aware of the students' prevailing alternative conceptions prior to instruction and that use of drawings as a formative assessment tool is an excellent way to collect such information. Anat Sci Educ 3:227–233, 2010. © 2010 American Association of Anatomists. 相似文献
188.
189.
Higher Education - This paper uses register data to study how a particular age reward feature affects admission into two highly competitive study programs: medicine and law. The Norwegian admission... 相似文献
190.
Marie C. Desaulniers Miller Lisa M. Montplaisir Erika G. Offerdahl Fu-Chih Cheng Gerald L. Ketterling 《CBE life sciences education》2010,9(1):45-54
Science educators have the common goal of helping students develop scientific literacy, including understanding of the nature of science (NOS). University faculties are challenged with the need to develop informed NOS views in several major student subpopulations, including science majors and nonscience majors. Research into NOS views of undergraduates, particularly science majors, has been limited. In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students'' views between the two courses; both populations held a mix of naïve, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understanding of the impressions of science held by undergraduates, helping educators improve scientific literacy in future scientists and diverse college graduates. 相似文献