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41.
This article aims to explain the role principals play in the variation in academic achievement between secondary schools in Hong Kong. The article draws on survey data from 179 key staff and 2,037 students from 42 schools. The study uses 2 analytical approaches. First, it employs classification and regression tree analysis (CART). This was used to sort out the most significant leadership practices associated with student achievement. Second, based on first-stage analysis, the study further explores the effects of leadership practices on academic achievement using hierarchical linear modelling (HLM). Results indicate that transparent and efficient communication structures as managed by principals explained approximately 12% of between-schools variation in academic achievement. Leadership practices related to quality assurance and accountability and resource management also contributed to explaining between-schools variation in academic achievement, yet they had negative effects on student achievement. Implications for research and practice are discussed. 相似文献
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In science, positivism has had a major impact on how we see the world. It has resulted in the belief that there is only one true answer to a question, all answers are knowable, and that those answers may be combined into a single coherent theory. The authors argue that positivistic thought has mischaracterized the dialectical process and that positivism results in dogmatic thought. The suggestion is made that a more appropriate way of understanding the development of thought is to interpret the activity of knowing as a series of syntheses rather than dramatic resolutions. 相似文献
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A central tenet of contemporary education policy relates to the desire to extend higher education (HE) provision to less advantaged groups (‘widening participation’). Our paper contends that a key behavioural obstacle to widening participation lies in the erroneous belief that persists among potential entrants from disadvantaged backgrounds as to their capabilities of succeeding within the HE environment – a perception that serves to deflate application/recruitment rates from such groupings. We test this ‘false uniqueness’ thesis using a sample of 127 new UK undergraduates, finding that students drawn from lower social class backgrounds consistently underestimated their abilities vis‐à‐vis the overall cohort. 相似文献
46.
AbstractShoreline Community College is near Seattle in Washington state, a growing community that has evolving needs. The library at the college planned and implemented events for National Poetry Month to get the students, faculty, and community engaged through activities such as White Board Poetry, Spoken Word Poetry, a Film Showing, and a Haiku Contest. Promotional planning and follow through focused on campus resources, student engagement, and social media. 相似文献
47.
Alyssa N. Bryant 《Research in higher education》2011,52(5):441-459
Using a national longitudinal sample of 14,274 college students generated as part of the UCLA Spirituality in Higher Education
Project, this study employed structural equation modeling to analyze how students develop an ecumenical worldview. The findings
suggest that challenging co-curricular experiences and the salience of religion and spirituality in academic encounters tend
to provoke religious/spiritual struggles, which in turn enhance ecumenical worldview. 相似文献
48.
How children learn about morphological spelling rules 总被引:1,自引:0,他引:1
A 2-year longitudinal study was carried out to test the hypothesis that children's word-specific learning of inflectional spellings is an essential first step in their acquiring an understanding of morphological rules for spelling inflections. Ninety children, who were 6-years-old at the start of the project, were asked to spell pseudowords and real words on three separate occasions. Inflections in pseudowords can be spelled only on the basis of morphological spelling rules, whereas the same inflections in real words can be spelled either through familiarity with the specific words (word-specific knowledge) or through morphological rules. Cross-lagged correlations suggested that the children's initial word-specific learning may be the basis for their later adoption and use of morphological spelling rules. 相似文献
49.
The literature suggests that peer assessment contributes to the development of student learning and promotes ownership of
assessment processes. These claims emerge from research conducted primarily in Western contexts. This exploratory paper reports
on the perspectives that a class of Hong Kong primary school students and their teachers have on their engagement with peer
assessment. It draws on data collected through extensive interviews and classroom observations from a 2-year case study. The
findings indicate that student perceptions about the usefulness of peer assessment follow from their perspectives on quality
of peer feedback, peer language proficiency, and the novelty or repetitiveness of its processes. Teachers and students also
viewed peer assessment as assuming a wider role in preparing for examinations and future secondary schooling. A key implication
is that assessment practices are deeply cultural and, in test-dominated settings, peer assessment may have most potential
when explicit links are drawn with preparation for summative assessment. 相似文献
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