全文获取类型
收费全文 | 1186篇 |
免费 | 26篇 |
专业分类
教育 | 922篇 |
科学研究 | 25篇 |
各国文化 | 18篇 |
体育 | 64篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 173篇 |
出版年
2024年 | 2篇 |
2023年 | 8篇 |
2022年 | 16篇 |
2021年 | 32篇 |
2020年 | 41篇 |
2019年 | 62篇 |
2018年 | 70篇 |
2017年 | 97篇 |
2016年 | 66篇 |
2015年 | 46篇 |
2014年 | 62篇 |
2013年 | 269篇 |
2012年 | 37篇 |
2011年 | 48篇 |
2010年 | 33篇 |
2009年 | 40篇 |
2008年 | 36篇 |
2007年 | 34篇 |
2006年 | 25篇 |
2005年 | 16篇 |
2004年 | 28篇 |
2003年 | 18篇 |
2002年 | 21篇 |
2001年 | 14篇 |
2000年 | 14篇 |
1999年 | 7篇 |
1998年 | 9篇 |
1997年 | 7篇 |
1996年 | 5篇 |
1995年 | 6篇 |
1994年 | 10篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有1212条查询结果,搜索用时 19 毫秒
941.
Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention 总被引:11,自引:0,他引:11
Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory) predicted a flat trajectory. A mediational model including learning goals, positive beliefs about effort, and causal attributions and strategies was tested. In Study 2, an intervention teaching an incremental theory to 7th graders ( N =48) promoted positive change in classroom motivation, compared with a control group ( N =43). Simultaneously, students in the control group displayed a continuing downward trajectory in grades, while this decline was reversed for students in the experimental group. 相似文献
942.
Lisa?KenyonEmail author Elizabeth?A.?Davis Barbara?Hug 《Journal of Science Teacher Education》2011,22(1):1-21
Engaging children in scientific practices is hard for beginning teachers. One such scientific practice with which beginning
teachers may have limited experience is scientific modeling. We have iteratively designed preservice teacher learning experiences
and materials intended to help teachers achieve learning goals associated with scientific modeling. Our work has taken place
across multiple years at three university sites, with preservice teachers focused on early childhood, elementary, and middle
school teaching. Based on results from our empirical studies supporting these design decisions, we discuss design features
of our modeling instruction in each iteration. Our results suggest some successes in supporting preservice teachers in engaging
students in modeling practice. We propose design principles that can guide science teacher educators in incorporating modeling
in teacher education. 相似文献
943.
Lisa Dragoset Jaime Thomas Mariesa Herrmann John Deke Susanne James-Burdumy Dara Lee Luca 《Journal of research on educational effectiveness》2019,12(2):215-250
As part of the American Recovery and Reinvestment Act of 2009, the School Improvement Grants (SIG) program received more than $3 billion with the goal of substantially improving student achievement. The SIG program’s funding was to help states turn around the nation’s persistently lowest-achieving schools using one of four school intervention models—transformation, turnaround, restart, or closure. We used a regression discontinuity design and a large sample of schools from more than 20 states to evaluate the impact of implementing a SIG-funded intervention model on use of SIG-promoted practices and student outcomes. Our regression discontinuity design exploited cutoff values on the continuous variables used to define the SIG eligibility tiers to compare outcomes in schools that just met the eligibility cutoff for receiving SIG funding to outcomes in schools that just missed it. We found that SIG had no impact on any of the outcomes we examined, including math and reading test scores, high school graduation rates, and college enrollment rates. Using a correlational analysis, we found the turnaround model was associated with larger student achievement gains in math than the transformation model for grades 6 through 12. 相似文献
944.
945.
Hale JB Reddy LA Semrud-Clikeman M Hain LA Whitaker J Morley J Lawrence K Smith A Jones N 《Journal of learning disabilities》2011,44(2):196-212
Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment efficacy. Documenting "cool" executive-working memory (EWM) and "hot" self-regulation (SR) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response. In this study, children aged 6 to 16 with ADHD inattentive type (IT; n = 19) and combined type (n = 33)/hyperactive-impulsive type (n = 4) (CT) participated in double-blind placebo-controlled MPH trials with baseline and randomized placebo, low MPH dose, and high MPH dose conditions. EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions, with nonparametric randomization tests conducted to determine individual MPH response. Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction. Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment, yet response was poor for those with adequate EWM/ SR baseline performance. Even for strong MPH responders, the best dose for neuropsychological functioning was typically lower than the best dose for behavior. Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized. Implications for academic achievement and medication titration practices for children with behaviorally diagnosed ADHD will be discussed. 相似文献
946.
Kathleen B. Aspiranti Taylor K. Pelchar Daniel F. McCLeary Sherry K. Bain Lisa N. Foster 《Psychology in the schools》2011,48(2):146-155
It is of vital importance that children are educated in a safe environment. Every school needs to have a well‐developed crisis management document containing plans for prevention, intervention, and postvention. We developed the Comprehensive Crisis Plan Checklist (CCPC) to serve as a valuable tool that can be used to assist practitioners with evaluation of their school crisis management plans. To use the CCPC, school personnel should match the items on the checklist to elements in their developing or existing crisis plan to determine missing elements. By comparing a school or district crisis plan to the CCPC, practitioners or school personnel will be able to determine strengths and weaknesses of the plan as well as provide feedback for making their plans more complete and comprehensive. In this study, we describe the development of the CCPC and report on reliability data using this checklist. © 2010 Wiley Periodicals, Inc. 相似文献
947.
Divya Varier Erika K. Dumke Lisa M. Abrams Sarah B. Conklin Jamie S. Barnes Nancy R. Hoover 《Educational technology research and development : ETR & D》2017,65(4):967-992
Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms. The purpose was to understand teachers’ and students’ experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district’s strategic goals for a 21st century learning environment. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments. 相似文献
948.
Lisa Murtagh 《Asia-Pacific Journal of Teacher Education》2017,45(4):383-398
In recent decades, Higher Education has undoubtedly changed giving rise to an increasingly diverse student population. However, there has been only limited research on students with parental responsibilities. When they are considered, this is often in a somewhat pejorative way. The challenges faced by such trainees are often invisible. This paper is focused on the contextual understandings and perspectives of university based staff involved in training pre-service teachers with parental responsibilities. The theoretical framework of this paper is based on the concept of institutional habitus, and questions whether the actions of individuals and practices within the often rigid structures of universities make teacher training more difficult for some groups than others. 相似文献
949.
Susanne Seifert Andrea Kulmhofer Lisa Paleczek Susanne Schwab Barbara Gasteiger-Klicpera 《Early Childhood Education Journal》2017,45(3):333-345
The increasing number of second language learners in classrooms all around the world has required teachers to adapt their teaching methods and materials to the various learners’ needs. Second language learners in particular need specific learning strategies, which not only aim at helping them understand the linguistic structure of the language of instruction, but also enable them to remember and comprehend the many different words in this “foreign” language. For second language learners, developing reading skills and improving language abilities need to go hand in hand independent of the language. This article presents suggestions for reading lessons emphasizing vocabulary for both first and second language learners of various linguistic backgrounds. These suggestions are especially useful for reading lessons in mainstream second and third grade classrooms. Approaches to vocabulary building are discussed with particular focus on aspects to be considered for vocabulary selection (e.g. linguistic aspects); followed by recommendations on the instruction of the selected vocabulary. All the presented suggestions are based on materials developed in the context of a project in Austria, hence in a German speaking environment. Applicability of these suggestions for other languages is emphasized. 相似文献
950.
This research study explored pre-service teachers' (PST) reflections of their student teaching experiences through AHA moments. Participants included 37 pre-service teachers enrolled in mathematics and science student teaching seminars. Qualitative methods were used to analyze PSTs' written and verbal responses to questions regarding AHA experiences. Four themes emerged related to PSTs' AHA moments: a greater awareness of PSTs' identity as teachers, the importance of knowing their students, the realization of inconsistencies in their own and their students' beliefs, and the importance of anticipating students' misconceptions. The potential for using an AHA moment assignment, as presented here, appears to support reflection among PSTs; however, it is not clear these PSTs used judgments and analysis, both integral elements of the reflective process. 相似文献