全文获取类型
收费全文 | 1171篇 |
免费 | 28篇 |
专业分类
教育 | 939篇 |
科学研究 | 21篇 |
各国文化 | 18篇 |
体育 | 41篇 |
文化理论 | 3篇 |
信息传播 | 177篇 |
出版年
2022年 | 8篇 |
2021年 | 9篇 |
2020年 | 14篇 |
2019年 | 22篇 |
2018年 | 34篇 |
2017年 | 39篇 |
2016年 | 38篇 |
2015年 | 31篇 |
2014年 | 28篇 |
2013年 | 295篇 |
2012年 | 32篇 |
2011年 | 43篇 |
2010年 | 23篇 |
2009年 | 23篇 |
2008年 | 41篇 |
2007年 | 27篇 |
2006年 | 30篇 |
2005年 | 27篇 |
2004年 | 24篇 |
2003年 | 20篇 |
2002年 | 28篇 |
2001年 | 19篇 |
2000年 | 12篇 |
1999年 | 15篇 |
1998年 | 12篇 |
1997年 | 12篇 |
1996年 | 34篇 |
1995年 | 16篇 |
1994年 | 22篇 |
1993年 | 25篇 |
1992年 | 18篇 |
1991年 | 16篇 |
1990年 | 20篇 |
1989年 | 12篇 |
1988年 | 9篇 |
1987年 | 5篇 |
1986年 | 9篇 |
1985年 | 10篇 |
1984年 | 13篇 |
1983年 | 10篇 |
1982年 | 10篇 |
1981年 | 8篇 |
1980年 | 11篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 11篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1969年 | 2篇 |
1967年 | 3篇 |
排序方式: 共有1199条查询结果,搜索用时 0 毫秒
101.
Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence 总被引:2,自引:0,他引:2
Hill NE Castellino DR Lansford JE Nowlin P Dodge KA Bates JE Pettit GS 《Child development》2004,75(5):1491-1509
A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds. 相似文献
102.
Induction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examines the impact of three different induction programs on secondary science teachers. The teachers were matched by grade level among three groups; one group participated in a science‐focused support program, another participated in a general support program, and a third had no formal support. All teachers were monitored during the spring semester to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the secondary science teachers in the science‐focused support program implemented more student‐centered inquiry lessons, held beliefs aligned with student‐centered practices, and felt fewer constraints in their teaching than did the other two groups of teachers. This study reinforces the importance of induction programs for teachers, suggests there is a need for specialized support programs for beginning science teachers, and recommends that universities and school districts work together to develop such programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 77–97, 2003 相似文献
103.
Classroom Assessment: A Key To Effective Education 总被引:1,自引:0,他引:1
104.
105.
Peter R. Jones Jodi Levine Laufgraben Nancy Morris 《Assessment & Evaluation in Higher Education》2006,31(3):249-265
Learning communities (LC) seek to strengthen and enrich students’ connections to each other, their teachers, and the subject matter they are studying. Their success depends on the nature of the learning community program, the learning styles of the students who participate and the reasons why students entered the program. This study uses a combination of factor and cluster analysis to develop a typology of student experiences that is used to examine the efficacy of the Learning Community program at Temple University, Philadelphia. The findings identify distinctive types of learning community experience and show that not all types match well with all students. The study questions the common assumption that learning communities are always helpful to student learning and development, and cautions against the belief that benefits will inevitably accrue. The variation in the value and impact on students of this long‐standing learning community program suggests that the evaluative burden of proof is for administrators to clearly demonstrate and not assume a uniformly positive impact of learning communities. 相似文献
106.
Gaming, in its many forms, is becoming a more active force in classrooms. To prepare preservice candidates for this trend, one teacher education program asked candidates (n = 60) to develop games in varied curricular fields tied to curriculum standards. This article describes the development of a model game, assignment requirements, provides a content review of eight games (geography and novels), their features, and highlights benefits and lessons learned from this experience. 相似文献
107.
108.
109.
110.
Nancy Allen 《Technical Communication Quarterly》1996,5(1):87-105
When working with graphics and illustrations, technical communicators face ethical questions at almost every step. The visual rhetorics available offer help with evaluating visual components but little guidance on ethical issues. This article presents examples of ethical conflicts, describes some of the prominent visual rhetorics, and discusses ethical issues that need to be addressed. Some steps for improving ethical awareness related to graphics and illustrations are suggested. 相似文献