全文获取类型
收费全文 | 344篇 |
免费 | 8篇 |
专业分类
教育 | 277篇 |
科学研究 | 9篇 |
各国文化 | 6篇 |
体育 | 13篇 |
文化理论 | 4篇 |
信息传播 | 43篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 3篇 |
2020年 | 7篇 |
2019年 | 14篇 |
2018年 | 4篇 |
2017年 | 9篇 |
2016年 | 7篇 |
2015年 | 3篇 |
2014年 | 11篇 |
2013年 | 72篇 |
2012年 | 8篇 |
2011年 | 10篇 |
2010年 | 8篇 |
2009年 | 12篇 |
2008年 | 15篇 |
2007年 | 6篇 |
2006年 | 8篇 |
2005年 | 5篇 |
2004年 | 9篇 |
2003年 | 6篇 |
2002年 | 5篇 |
2001年 | 8篇 |
2000年 | 11篇 |
1999年 | 4篇 |
1998年 | 4篇 |
1997年 | 6篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1990年 | 5篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1986年 | 5篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1983年 | 5篇 |
1982年 | 4篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1976年 | 3篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1968年 | 2篇 |
1907年 | 2篇 |
1903年 | 3篇 |
1852年 | 1篇 |
排序方式: 共有352条查询结果,搜索用时 15 毫秒
331.
332.
What are the ways in which a testing program can run aground? What are some suggestions for avoiding these problems? 相似文献
333.
334.
Darrell Fisher Perry den Brok Bruce Waldrip Jeffrey Dorman 《Learning Environments Research》2011,14(3):187-204
This study reports the first development in Australia of primary science teacher typologies of teacher–student interpersonal
behaviour, which was measured by students’ perceptions using the Questionnaire on Teacher Interaction (QTI). Earlier work
with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed with an American
sample of secondary-school teachers and which were similar to types found with Australian secondary-school science teachers.
The present study investigated the extent to which typologies found in earlier studies also apply to primary teachers. A cluster
analysis was used to determine Australian typologies and to compare these with earlier findings. Prior typologies could only
be partially confirmed, and the found typology of six styles was able to explain variance in both student outcomes and perceptions
of cultural elements of the learning environment. 相似文献
335.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research. 相似文献
336.
Recovery Supports for Young People: What Do Existing Supports Reveal About the Recovery Environment?
Emily A. Fisher 《Peabody Journal of Education》2014,89(2):258-270
This article seeks to address how our understanding of the recovery process and resulting supports can be made more comprehensive: How can links from treatment to home to school to communities be made so that there are fewer and fewer recovery gaps for adolescents? Using the ecology of recovery model developed by White (2009) as the impetus for such a review, the article discusses the challenges inherent within adolescent substance abuse recovery, factors impacting successful recovery, and programs addressing this issue that have been empirically studied. Studied programs can be categorized as (a) formalized aftercare recovery and (b) recovery communities, and both examples are described using existing literature. From the review of existing recovery support research and resources, the discussion highlights gaps and future research areas in order to address the complexity of recovery among young people. 相似文献
337.
Kevin Fisher 《国际体育史杂志》2013,30(2):185-187
Whereas earlier research has shown that (traditional) cricket was invented in Flanders (i.e. the Southern Low Countries), this article focuses on the introduction of modern cricket in the Netherlands (i.e. the Northern Low Countries). The result is a broad textual study, based on large-scale digital analysis. We show that the integration of this sport textually took place in three phases: first in small groups via billingual translation dictionaries (starting in 1724), translated literature and ego documents, then through educational leisure books and manuals, and finally by means of articles in periodicals and news papers (with information about cricket matches). With regard to the practice and propagation of cricket, pupils and former pupils of Noorthey, a Protestant-Christian boarding school for boys, played a very important role. Clubs were founded all over the Netherlands, and in 1883 the Dutch cricket federation was established. In the end, however, cricket did not become a popular national sport in the Netherlands. 相似文献
338.
Two-year-olds use the sentence structures verbs appear in--subcategorization frames--to guide verb learning. This is syntactic bootstrapping. This study probed the developmental origins of this ability. The structure-mapping account proposes that children begin with a bias toward one-to-one mapping between nouns in sentences and participant roles in events. This account predicts that subcategorization frames should guide very early verb learning, if the number of nouns in the sentences is informative. In 3 experiments, one hundred and thirty-six 21- and 19-month-olds assigned appropriately different interpretations to novel verbs in transitive ("He's gorping him!") versus intransitive sentences ("He's gorping!") differing in their number of nouns. Thus, subcategorization frames guide verb interpretation in very young children. These findings constrain theoretical proposals about mechanisms for syntactic bootstrapping. 相似文献
339.
McHugh Luisa Kelly Angela M. Fisher Jacqueline Horan David Burghardt M. 《Research in Science Education》2021,51(2):301-323
Research in Science Education - This study evaluated the effectiveness of the Mathematics Infusion into Science Project (MiSP), which integrated science and mathematics in an engaging middle school... 相似文献
340.
Fisher Marni E. Dorner Meredith A. Maghzi Kimiya Sohrab Achieng-Evensen Charlotte Whitaker Leslie C. Hansell Frances St. Amant James Gapinski Susan M. 《Prospects》2021,51(1-3):523-540
PROSPECTS - Using prismatic inquiry, a team of researchers documented a variety of personal experiences that spanned elementary through higher education, with the goal of determining what helped... 相似文献