全文获取类型
收费全文 | 560篇 |
免费 | 8篇 |
专业分类
教育 | 454篇 |
科学研究 | 22篇 |
各国文化 | 5篇 |
体育 | 26篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 52篇 |
出版年
2023年 | 5篇 |
2022年 | 5篇 |
2021年 | 6篇 |
2020年 | 26篇 |
2019年 | 38篇 |
2018年 | 30篇 |
2017年 | 26篇 |
2016年 | 35篇 |
2015年 | 25篇 |
2014年 | 27篇 |
2013年 | 115篇 |
2012年 | 20篇 |
2011年 | 22篇 |
2010年 | 7篇 |
2009年 | 17篇 |
2008年 | 13篇 |
2007年 | 12篇 |
2006年 | 7篇 |
2005年 | 10篇 |
2004年 | 15篇 |
2003年 | 13篇 |
2002年 | 4篇 |
2001年 | 10篇 |
2000年 | 5篇 |
1999年 | 6篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 5篇 |
1991年 | 5篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 3篇 |
1972年 | 1篇 |
1970年 | 2篇 |
1969年 | 2篇 |
1966年 | 1篇 |
1925年 | 1篇 |
排序方式: 共有568条查询结果,搜索用时 10 毫秒
521.
Bowen Liu Patrick C. Kennedy Ben Seipel Sarah E. Carlson Gina Biancarosa Mark L. Davison 《Journal of Educational Measurement》2019,56(4):815-835
This article describes an ongoing project to develop a formative, inferential reading comprehension assessment of causal story comprehension. It has three features to enhance classroom use: equated scale scores for progress monitoring within and across grades, a scale score to distinguish among low‐scoring students based on patterns of mistakes, and a reading efficiency index. Instead of two response types for each multiple‐choice item, correct and incorrect, each item has three response types: correct and two incorrect response types. Prior results on reliability, convergent and discriminant validity, and predictive utility of mistake subscores are briefly described. The three‐response‐type structure of items required rethinking the item response theory (IRT) modeling. IRT‐modeling results are presented, and implications for formative assessments and instructional use are discussed. 相似文献
522.
In this article we examine how students’ accounts of the discipline of sociology change over the course of their undergraduate degrees. Based on a phenomenographic analysis of 86 interviews with 32 sociology and criminology students over the course of their undergraduate degrees, we constituted five different ways of accounting for sociology. These ranged from describing sociology as a form of personal development focused on developing the students’ opinion to describing sociology as a partial way of studying the relations between people and society. The majority of students expressed more inclusive accounts of sociology over the course of their degrees. However, some students’ accounts suggested they had become disengaged with sociology. We argue that the differences in the ways that students were disengaged were not captured by our phenomenographic categories. In conclusion, we argue that our analysis illustrates the crucial role that students’ relations to knowledge play in understanding the transformative nature of higher education. 相似文献
523.
524.
This articie is a brief response to an article on spelling by David Waugh which appeared in Vol. 29(2). The authors argue that the Letterland system can be of great benefit in approaching spelling. 相似文献
525.
526.
Antenatal prediction of mother-infant difficulties 总被引:1,自引:0,他引:1
Robert Adler Monica Hayes Mary Nolan Terry Lewin Beverley Raphael 《Child abuse & neglect》1991,15(4):351-361
A prospective study of 143 "low risk" pregnant women expecting their first baby was conducted in Newcastle, Australia. The study was designed to examine the contribution of a woman's perception of her own childhood experiences, her trait anxiety level, socioeconomic status, and social support network to difficulties in her relationship with her baby during the baby's first year. The women were initially interviewed during pregnancy and followed up 3 and 12 months postpartum. Follow-up measures included the Dimensions of Perinatal Adjustment, the Neonatal Perception Inventory, the Ainsworth Strange Situation, and information from hospital records, family doctors, and baby health centre sisters. Women who perceived their social network as less supportive during pregnancy were likely to see their one-year-old babies (p less than .05) as more difficult. The other antenatal measures were not significantly predictive of outcome. 相似文献
527.
528.
Marilyn A. Winkleby Judith Ned David Ahn Alana Koehler Jeanne D. Kennedy 《Journal of Science Education and Technology》2009,18(6):535-545
Despite decades of precollege science education programs, African Americans, Latinos, and Native Americans remain critically
underrepresented in science and health professions. This report describes college and career outcomes among graduates of the
Stanford Medical Youth Science Program (SMYSP), a 5-week summer residential program for low-income high school students among
whom 97% have been followed for up to 21 years. Approximately 24 students are selected annually, with participation limited
to low-income students who have faced substantial personal hardships. Undergraduate and medical students provide key program
leadership and training. The curriculum is based on science inquiry education and includes hospital internships, anatomy practicums,
research projects, faculty lectures, college admissions/standardized test preparation, and long-term college and career guidance.
A total of 476 high school students participated between 1988 and 2008, with 61% from underrepresented ethnic minority groups.
Overall, 78% of African American, 81% of Latino, and 82% of Native American participants have earned a 4-year college degree
(among those admitted to college, and excluding those currently attending college). In contrast, among 25–34-year old California
adults, 16% of African Americans, 8% of Latinos, and 10% of Native Americans earn a 4-year college degree. Among SMYSP’s 4-year
college graduates, 47% are attending or have completed medical or graduate school, and 43% are working as or training to become
health professionals. SMYSP offers a model that expands inquiry-based science education beyond the classroom, and recognizes
the role of universities as “high school interventionists” to help diversify health professions. 相似文献
529.
Kirsten Kennedy 《About Campus》2009,14(4):16-25
Today's parents are involved in college students' lives more than those of any previous generation. Kirsten Kennedy suggests an institution-wide policy on communication with these important stakeholders. 相似文献
530.