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831.
An Approach to Improving Science Knowledge About Energy Balance and Nutrition
Among Elementary- and Middle-School Students 下载免费PDF全文
Nancy P. Moreno James P. Denk J. Kyle Roberts Barbara Z. Tharp Michelle Bost William A. Thomson 《CBE life sciences education》2004,3(2):122-130
Unhealthy diets, lack of fitness, and obesity are serious problems in the United
States. The Centers for Disease Control, Surgeon General, and Department of
Health and Human Services are calling for action to address these problems.
Scientists and educators at Baylor College of Medicine and the National Space
Biomedical Research Institute teamed to produce an instructional unit,
“Food and Fitness,” and evaluated it with students in grades
3–7 in Houston, Texas. A field-test group (447 students) completed all
unit activities under the guidance of their teachers. This group and a
comparison group (343 students) completed pre and postassessments measuring
knowledge of concepts covered in the unit. Outcomes indicate that the unit
significantly increased students'' knowledge and awareness of science
concepts related to energy in living systems, metabolism, nutrients, and diet.
Pre-assessment results suggest that most students understand concepts related to
calories in food, exercise and energy use, and matching food intake to energy
use. Students'' prior knowledge was found to be much lower on topics related
to healthy portion sizes, foods that supply the most energy, essential
nutrients, what “diet” actually means, and the relationship between
body size and basal metabolic rate. 相似文献
832.
Michelle C. Muratori 《Counselor Education & Supervision》2001,41(1):41-56
Although there is a growing body of literature on counselor impairment, the topic of supervisor impairment has surprisingly been overlooked. The author explores the implications of working with an impaired supervisor at various levels of counselor development and discusses some of the critical factors that may influence how a supervisee decides to handle this problem. In addition to discussing the misuse of power by the impaired supervisor, other factors (e.g., the nature and severity of the supervisor's impairment) are also discussed. The author presents an ethical decision‐making model that can be used to guide the counselor trainee through the arduous process of determining a viable course of action. 相似文献
833.
Gravemeijer Koeno Stephan Michelle Julie Cyril Lin Fou-Lai Ohtani Minoru 《International Journal of Science and Mathematics Education》2017,15(1):105-123
This paper attempts to engage the field in a discussion about what mathematics is needed for students to engage in society, especially with an increase in technology and digitalization. In this respect, mathematics holds a special place in STEM as machines do most of the calculations that students are taught in K-12. We raise questions about what mathematical proficiency means in today’s world and what shifts need to be made in both content and pedagogy to prepare students for 21st Century Skills and mathematical reasoning. 相似文献
834.
Michelle Hoda Wilkerson Chelsea Andrews Yara Shaban Vasiliki Laina Brian E. Gravel 《Journal of Science Teacher Education》2016,27(1):11-33
This paper explores the role that technology can play in engaging pre-service teachers with the iterative, “messy” nature of model-based inquiry. Over the course of 5 weeks, 11 pre-service teachers worked in groups to construct models of diffusion using a computational animation and simulation toolkit, and designed lesson plans for the toolkit. Content analyses of group discussions and lesson plans document attention to content, representation, revision, and evaluation as interwoven aspects of modeling over the course of the workshop. When animating, only content and representation were heavily represented in group discussions. When simulating, all four aspects were represented to different extents across groups. Those differences corresponded with different planned uses for the technology during lessons: to teach modeling, to engage learners with one another’s ideas, or to reveal student ideas. We identify specific ways in which technology served an important role in eliciting teachers’ knowledge and goals related to scientific modeling in the classroom. 相似文献
835.
836.
The effect of childhood trauma, psychiatric diagnoses, and mental health services on school dropout among U.S.-born and immigrant youth is examined using data from the Collaborative Psychiatric Epidemiology Surveys, a nationally representative probability sample of African Americans, Afro-Caribbeans, Asians, Latinos, and non-Latino Whites, including 2,532 young adults, aged 21-29. The dropout prevalence rate was 16% overall, with variation by childhood trauma, childhood psychiatric diagnosis, race/ethnicity, and nativity. Childhood substance and conduct disorders mediated the relation between trauma and school dropout. Likelihood of dropout was decreased for Asians, and increased for African Americans and Latinos, compared to non-Latino Whites as a function of psychiatric disorders and trauma. Timing of U.S. immigration during adolescence increased risk of dropout. 相似文献
837.
Consistent with the priority goals of the 2002 Future of School Psychology Conference, the National Association of School Psychologists' Blueprint for Training and Practice III advocates for school psychologists becoming “leading mental health experts in schools.” In this regard, the present article reviews the prevalence and incidence of children's mental health problems in the schools, followed by a historical overview of the nature of school‐based mental health services. We discuss education and training issues and related ethical and professional practice issues that focus on the ethics codes of the National Association of School Psychologists and the American Psychological Association that are associated with the delivery of mental health services by school psychologists. Recommendations are offered for graduate‐level coursework and field experiences in the delivery of school‐based mental health services, as well as future directions for research in this area. © 2011 Wiley Periodicals, Inc. 相似文献
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839.
840.
In reporting on one aspect of a national center's research on teacher education, this chapter examines two U.S. programs in which experienced teachers are expected to play major roles in the induction and socialization of beginning teachers. By exploring connections between what experienced teachers in the two projects do and the organizational and intellectual contexts within which they work, this analysis demonstrates that the contextual conditions of mentoring can lead to striking differences in the definition and enactment of mentoring roles. The final section then relates this comparative study to broader claims about the power of mentoring to improve teaching. 相似文献