全文获取类型
收费全文 | 342篇 |
免费 | 4篇 |
国内免费 | 1篇 |
专业分类
教育 | 284篇 |
科学研究 | 6篇 |
各国文化 | 1篇 |
体育 | 19篇 |
文化理论 | 2篇 |
信息传播 | 35篇 |
出版年
2021年 | 2篇 |
2020年 | 6篇 |
2019年 | 11篇 |
2018年 | 14篇 |
2017年 | 5篇 |
2016年 | 9篇 |
2015年 | 7篇 |
2014年 | 11篇 |
2013年 | 78篇 |
2012年 | 7篇 |
2011年 | 14篇 |
2010年 | 11篇 |
2009年 | 7篇 |
2008年 | 9篇 |
2007年 | 8篇 |
2006年 | 6篇 |
2005年 | 8篇 |
2004年 | 5篇 |
2003年 | 11篇 |
2002年 | 9篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 8篇 |
1998年 | 4篇 |
1997年 | 6篇 |
1996年 | 6篇 |
1995年 | 8篇 |
1993年 | 7篇 |
1992年 | 6篇 |
1991年 | 3篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1976年 | 1篇 |
1975年 | 5篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1971年 | 2篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有347条查询结果,搜索用时 15 毫秒
301.
Richard Lamb Leonard Annetta David Vallett Jonah Firestone Maureen Schmitter-Edgecombe Heather Walker 《The Journal of educational research》2018,111(4):446-458
Attention on P-20 science, technology, engineering, and mathematics (STEM) education has increased tremendously in recent years. Many efforts are underway to promote STEM major and career selection across the nation; specifically, in engineering and computer science. The authors' purpose was to examine an underlying profile combinations of latent traits that influence student STEM career selection while designing serious educational games (SEGs). The authors combine a number of quantitative analysis methods in an effort to develop a rich understanding of how a profile combination of traits interact with one another to effect selection of STEM careers and majors. Study participants were 585 students enrolled in a full-time traditional high school. The addition of SEG design experiences into the student profile increases the probability of STEM career selection by 5.1 times. 相似文献
302.
303.
W. Brad Johnson Laura L. Behling Paul Miller Maureen Vandermaas-Peeler 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):441-453
Researchers and policy-makers in higher education increasingly espouse the view that undergraduate students should have the opportunity to learn about scholarship and research in the context of faculty-mentored research experiences. There is mounting consensus that mentored undergraduate research should be standard pedagogical practice in all undergraduate disciplines. Although high-impact, mentored undergraduate research, scholarship, and creative work (URSCW) requires significant resources, with faculty time and energy foremost among them. This article addresses the current gap between aspiration and effective execution of well-mentored URSCW, including the most prevalent obstacles (e.g. institutional, departmental, individual) to undergraduate mentoring. This article is written for academic leaders and institutional officers. It concludes with several specific recommendations for increasing the frequency of mentored URSCW experiences for undergraduates. 相似文献
304.
After screening 368 toddlers and selecting 77 into extremely inhibited, extremely uninhibited, and intermediate groups, 63 children (82%) were followed up at 4 and 7 years. Minority subgroups of both the inhibited and uninhibited children showed continuity on outcomes consisting of questionnaire measures of shyness, inhibitory control, and impulsivity, as well as multiepisode observational measures of behavioral inhibition and exuberance. Change from both inhibited and uninhibited status from the toddler age was more common than remaining extremely inhibited or uninhibited, but that change was largely constrained to the middle of the distribution. 相似文献
305.
Jenny Lee-Morgan Matthew Courtney Maureen Muller 《Asia-Pacific Journal of Teacher Education》2019,47(2):137-151
Little research has been concerned with gauging Māori–medium teacher education students’ academic confidence in bilingual settings making the development of appropriate curricula and broad policy a difficult task. Drawing on a convenience sample of 84 primary teacher education students on a three-year B.Ed Māori-medium program, this study uses self-reported measures to assess students’ academic confidence and preparedness in English and Māori. Results suggest that the students are less academically confident in Māori than in English, and that this discrepancy is most pronounced in academic speaking and reading. Consequently, it is proposed that curriculum developers place emphasis on the development of both Māori academic speaking and reading throughout the course of Māori-medium teacher education programs. Finally, it is argued that standardised assessments that track both confidence and preparedness, and the productive and receptive abilities of Māori-medium teacher education students throughout university would bolster the regeneration of Māori-medium education in New Zealand. 相似文献
306.
Libby Lee Maureen O'Rourke 《Early Years: An International Journal of Research and Development》2006,26(1):49-62
This paper reports on an early childhood technology project that has been conducted in Australia since 2000. The background to the project is that IBM extended their international KidSmart Early Learning program to the Asia‐Pacific region. A partnership with the Australian National Schools Network was formed to implement the program in Australia. This organisation took responsibility for identification of early childhood centres (preschool and day care) serving low socio‐economic status communities across Australia (approximately 100 centres per year), the design and facilitation of professional development for teachers and research and evaluation in conjunction with the program. Whilst this was a national project, this paper deals only with the research conducted in Western Australia with the first round of centres involved in the project. The paper highlights themes emerging from teacher action research based in early childhood centres. The pedagogical considerations, challenges and dilemmas emerging from teachers' use of ICT in early childhood settings are also discussed. 相似文献
307.
Author and book title recognition tests have been used extensively in reading‐related research with both children and adults. The present paper reports the development of a book title and author recognition test and data from a UK sample of adults. Higher scores were obtained on the Author test than on the Title test. It is suggested that the tests are suitable for use with the United Kingdom adult population. 相似文献
308.
Maureen Nimon 《Children‘s Literature in Education》1988,19(4):242-251
Maureen Nimon has taught high school and college students and is currently teaching in Librarianship at the South Australian College of Advanced Education in Adelaide. She holds a doctorate from Flinders University. 相似文献
309.
Conditioned cardiac and behavioral responses to an olfactory stimulus (CS) paired with electric shock (US) were studied in 16-, 23-, and 75-day-old rats. Heart rate and behavior were recorded during a single 15-trial training session in which a 10-sec olfactory stimulus (amyl acetate) was either paired or explicitly unpaired with the US. In the preweanling rats, the conditioned cardiac response consisted of anincrease in heart rate (tachycardia) and a slight increase in investigatory behaviors. In contrast, the conditioned cardiac response in the adult rats consisted of adecrease in heart rate (bradycardia) and a striking increase in behavioral immobility (freezing). The 23-day-old rats showed a dichotomous pattern of responding; some showed preweanling-like conditioned responses and some showed adultlike responses. Developmental changes in neural organization and degree of learning are discussed as possible determinants of the transition from infant to adult modes of responding. 相似文献
310.
The patterns of government subsidies to higher education in France, Germany, Netherlands, Sweden, and the United Kingdom (UK) are compared and contrasted. The subsidies are subsequently evaluated in the light of stated policy objectives, with particular attention to the objectives of efficiency and equity. Two extreme models of financing are considered; one in which public subsidy covers 100 per cent of the private costs of higher education, including income forgone by students, the other in which public subsidy to students is kept at a minimum. The study concludes that the ideal package from the standpoint of efficiency and equity is (1) a grants system in the last few years of secondary education; (2) a system of fees equal to about 30–50 per cent of institutional incomes and (3) an income contingent loan scheme (or graduate tax) for both undergraduate and postgraduate students.The research for this paper was sponsored by the United States Education Policy Research Center for Higher Education and Society under HEW Contract No. 300-76-0026. The views expressed are not necessarily those of the Center. Our thanks are due to J. Froomkin for valuable comments on an earlier draft. 相似文献