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141.
Christopher?J.?McCarthyEmail author Richard?G.?Lambert Sally?Lineback Paul?Fitchett Priscila?G.?Baddouh 《Educational Psychology Review》2016,28(3):577-603
Stress research increasingly emphasizes the role of appraisal in determining which events are perceived as stressful. The Classroom Appraisal of Resources and Demands (CARD) was developed to measure teachers’ appraisals of their classroom demands and resources in order to assess their risk for experiencing occupational stress. The present purposes are to review the literature identifying appraisals as a key determinant of stress, to describe the development of the CARD, and to provide meta-analytic results from 18 studies comparing CARD scores to the following variables: teacher’s job satisfaction and occupational commitment, burnout symptoms, stress prevention resources, and challenging student demands. Results suggest moderate effects for associations between the CARD and these constructs, and implications for educational policy aimed at reducing turnover and increasing teacher and student welfare are discussed. 相似文献
142.
This paper presents the findings of two investigations into the prevalence and profile of academic dishonesty amongst students in New Zealand’s tertiary institutions and compares this with findings from other studies. Staff and students report on their personal experiences of academic dishonesty and these are compared with official information requested and supplied by the institutions. Ways in which academic dishonesty are dealt with are discussed, including the reasons given by staff and students for lack of action. Staff and student reactions to institutional policies on the issue are presented, analysed and compared with data from other studies. Finally the study examines methods utilised by academic staff to minimise the occurrence of dishonest behaviour. 相似文献
143.
Many mathematicians and curriculum bodies have argued in favour of the theory of formal discipline: that studying advanced
mathematics develops one’s ability to reason logically. In this paper we explore this view by directly comparing the inferences
drawn from abstract conditional statements by advanced mathematics students and well-educated arts students. The mathematics
students in the study were found to endorse fewer invalid conditional inferences than the arts students, but they did not
endorse significantly more valid inferences. We establish that both groups tended to endorse more inferences which led to
negated conclusions than inferences which led to affirmative conclusions (a phenomenon known as the negative conclusion effect).
In contrast, however, we demonstrate that, unlike the arts students, the mathematics students did not exhibit the affirmative
premise effect: the tendency to endorse more inferences with affirmative premises than with negated premises. We speculate
that this latter result may be due to an increased ability for successful mathematics students to be able to ‘see through’
opaque representations. Overall, our data are consistent with a version of the formal discipline view. However, there are
important caveats; in particular, we demonstrate that there is no simplistic relationship between the study of advanced mathematics
and conditional inference behaviour.
相似文献
Matthew InglisEmail: |
144.
145.
Deven Carlson Matthew M. Chingos David E. Campbell 《Journal of research on educational effectiveness》2017,10(3):545-569
In 1997, the New York School Choice Scholarships Foundation Program (SCSF) randomly offered three-year scholarships to attend private schools to approximately 1,000 low-income families in New York City. In this paper we leverage exogenous variation generated by the SCSF to estimate the causal effect of the private school voucher offer—and the private school attendance it induced—on later-life voter registration and turnout outcomes. Our results demonstrate that the voucher intervention had no effect on registering to vote or voting in any of several elections for either the full sample or any of several demographic subgroups. Although unique aspects of the SCSF context impose limits on the scope of our results, they have clear implications for assessing the relative effectiveness of public and private schools in preparing democratic citizens. We close the paper by discussing the implications of the results for research and policy. 相似文献
146.
Cluster analysis was used to identify groups defined by the patterning of fathers' and mothers' sources of knowledge about adolescents' experiences in a sample of 179 families with adolescents (M = 16.5 years). Three clusters emerged for fathers (relational, relies on spouse, relies on others) and mothers (relational, questioners, relies on others). Cluster membership was associated with socioeconomic status, work hours, personal characteristics, and parent-child relationship quality. Longitudinal path analyses revealed that knowledge sources predicted levels of knowledge, which in turn predicted risky behavior 1 year later, indirect paths that were more consistent for fathers than for mothers. Although direct associations between sources of knowledge and subsequent risky behavior were scant, when fathers relied on spouses, youth engaged in less risky behavior. 相似文献
147.
Matthew Eve 《Children‘s Literature in Education》2003,34(3):219-235
A short celebratory article about the life and career of the English children's book author/illustrator, John Ryan, most famous for creating the eponymous pirate Captain Pugwash. This article documents Ryan's early career at school and in the army, and his rise as a freelance cartoonist, working first for Eagle and Girl comics (and in the process creating Captain Pugwash, Harris Tweed, Sir Boldasbrass, and Lettice Leefe) and then developing his characters for books and television. There is also a brief discussion of Ryan's biblical retellings for children and the recent controversy surrounding the names of Pugwash's crew. 相似文献
148.
149.
Matthew Love 《Learning, Media and Technology》2001,26(1):35-48
This paper outlines why television, and especially interactive digital television, is an effective medium for reaching people with basic skill learning needs. It describes the Upgrade2000 project, which developed a series of interactive television programmes for use in the home, workplace and training environments, together with a supportive learning surround. The programmes are being broadcast under the series title Give It A Go! The paper particularly focuses on: emerging digital television technologies; the project's framework for structuring learning content; the potential for using digital interactive television in education, highlighting opportunities and constraints 相似文献
150.
Confirmatory factor analyses comparing parental involvement frameworks with secondary students
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Kristin Duppong Hurley Matthew C. Lambert Stacy‐Ann A. January Jacqueline Huscroft D'Angelo 《Psychology in the schools》2017,54(9):947-964
Given the lack of research on measurement models used to operationalize parental involvement with secondary students, the goal of this research is to examine the measurement properties of the three‐domain conceptualization of parental involvement including school‐based involvement, home‐based involvement, and academic socialization, compared to a more nuanced six domain conceptualization school‐based (1) school/parent communication, (2) attending school activities, home‐based (3) home activities, (4) homework help, academic socialization, (5) parent–child communication about education, and (6) parental aspirations for child's education. When comparing the fit among the models, the six‐factor model had best fit indices and indicated varied correlations among the subdomains. The six‐factor model allowed for more nuanced variations among the subdomains that may be helpful when assessing parental involvement with high school students. 相似文献