全文获取类型
收费全文 | 6543篇 |
免费 | 439篇 |
专业分类
教育 | 5462篇 |
科学研究 | 318篇 |
各国文化 | 147篇 |
体育 | 358篇 |
综合类 | 2篇 |
文化理论 | 55篇 |
信息传播 | 640篇 |
出版年
2022年 | 19篇 |
2021年 | 69篇 |
2020年 | 117篇 |
2019年 | 207篇 |
2018年 | 229篇 |
2017年 | 253篇 |
2016年 | 185篇 |
2015年 | 218篇 |
2014年 | 273篇 |
2013年 | 1784篇 |
2012年 | 214篇 |
2011年 | 238篇 |
2010年 | 230篇 |
2009年 | 194篇 |
2008年 | 220篇 |
2007年 | 162篇 |
2006年 | 169篇 |
2005年 | 157篇 |
2004年 | 140篇 |
2003年 | 99篇 |
2002年 | 82篇 |
2001年 | 79篇 |
2000年 | 88篇 |
1999年 | 85篇 |
1998年 | 76篇 |
1997年 | 63篇 |
1996年 | 68篇 |
1995年 | 65篇 |
1994年 | 52篇 |
1993年 | 57篇 |
1992年 | 51篇 |
1991年 | 54篇 |
1990年 | 71篇 |
1989年 | 52篇 |
1988年 | 59篇 |
1987年 | 57篇 |
1986年 | 45篇 |
1985年 | 44篇 |
1984年 | 43篇 |
1983年 | 52篇 |
1982年 | 39篇 |
1981年 | 24篇 |
1980年 | 29篇 |
1979年 | 44篇 |
1978年 | 41篇 |
1977年 | 30篇 |
1976年 | 31篇 |
1974年 | 25篇 |
1973年 | 26篇 |
1969年 | 21篇 |
排序方式: 共有6982条查询结果,搜索用时 15 毫秒
91.
Morgan Chitiyo Plaxedes Makweche‐Chitiyo Meungguk Park Lawrence K Ametepee Jonathan Chitiyo 《Journal of Research in Special Educational Needs》2011,11(3):171-177
Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta‐analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement. A video abstract of this article can be viewed at: http://youtu.be/c9OUU0GkGrw . 相似文献
92.
Intrinsic Factors for Continued ERP Learning: A Precursor to Interdisciplinary ERP Curriculum Design
Kuanchin Chen Muhammad Razi Thomas Rienzo 《Decision Sciences Journal of Innovative Education》2011,9(2):149-176
Unilateral enterprise resource planning (ERP) curriculum improvements from the instructor's perspective are likely to generate only limited success. Understanding student motivations and beliefs with ERP systems is the missing link to effective ERP education. Relatively little attention in the ERP literature has been given to student learning associated with ERP experience, and almost none to factors influencing current and expected student beliefs and behaviors relative to ERP. The complexity of ERP systems demands that beliefs and behaviors be considered when planning ERP curricula. In the present study, the Theory of Planned Behavior was extended to examine students’ intentions to explore additional aspects of ERP after their class exercises. When considering all students, attitude and subjective norm had positive and significant effects on intentions to continue ERP learning. Subjective norm also affected attitude, and availability of support materials had a positive effect on subjective norm. Distinctive patterns are found for the construct relationships between student groups who valued ERP education (the engaged) and those who placed little or no value on ERP education (the undecided). Results from competing model analyses indicate that support materials influenced the engaged and undecided groups differently. Strategies for ERP curriculum design are provided. 相似文献
93.
James W. Westerman Luis A. Perez‐Batres Betty S. Coffey Richard W. Pouder 《Decision Sciences Journal of Innovative Education》2011,9(1):49-67
We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning. 相似文献
94.
Thirty‐six children with cerebral palsy, aged 3.5 to 4.5 years were compared on their skills for independence. Of the 36 boys and girls, 19 children were enrolled in a Conductive Education Program in Birmingham and 17 were enrolled in British special education programs in the Greater Manchester area. Skills for independence were measured with the Vineland Adaptive Behavior Scales via teachers’ responses, once a year on three occasions. Parents were interviewed using the Developmental Profile 2, once a year on three occasions. The results of two‐way ANOVA with one repeated measure on both teachers’ and parents’ responses indicate that there was no significant difference between the two groups in their skills for independence. However, both groups performed significantly better as they were getting older. Despite the strong emphasis on independence in Conductive Education, the children's level of independence was no different from their counterparts. Thus, the claim for the effectiveness of Conductive Education is not supported by the study. 相似文献
95.
The rationale was to apply Piaget’s theory and methods to the study of the phylogenetic development of cognitive abilities. It was asked whether squirrel monkeys have the prerequisite skills for conservation of quantity, and, specifically, whether they might respond differentially to equivalent and unequivalent volumetric cues. All monkeys responded significantly and differentially to pairs of identical objects or pairs of objects similar only in volume vs. pairs of objects which differed in volume. It was concluded that squirrel monkeys have the prerequisite skills for the conservation of quantity. Discussion included methodological problems associated with demonstrating conservation in nonhumans as well as the potential usefulness of Piaget’s theory for phylogenetic studies of intelligence. 相似文献
96.
Developing local oral reading fluency cut scores for predicting high‐stakes test performance 下载免费PDF全文
Sally L. Grapin John H. Kranzler Nancy Waldron Diana Joyce‐Beaulieu James Algina 《Psychology in the schools》2017,54(9):932-946
This study evaluated the classification accuracy of a second grade oral reading fluency curriculum‐based measure (R‐CBM) in predicting third grade state test performance. It also compared the long‐term classification accuracy of local and publisher‐recommended R‐CBM cut scores. Participants were 266 students who were divided into a calibration sample (n = 170) and two cross‐validation samples (n = 46; n = 50), respectively. Using calibration sample data, local fall, winter, and spring R‐CBM cut scores for predicting students’ state test performance were developed using three methods: discriminant analysis (DA), logistic regression (LR), and receiver operating characteristic curve analysis (ROC). The classification accuracy of local and publisher‐recommended cut scores was evaluated across subsamples. Only DA and ROC produced cut scores that maintained adequate sensitivity (≥.70) across cohorts; however, LR and publisher‐recommended scores had higher levels of specificity and overall correct classification. Implications for developing local cut scores are discussed. 相似文献
97.
Wolff‐Michael Roth 《科学教学研究杂志》2001,38(7):768-790
In the course of a decade of research on learning in technology‐centered classrooms, my research group has gained considerable understanding of why and how students learn science by designing technology. In this article I briefly review two dimensions in which science and technology share fundamental similarities: (a) the production and transformation of representations and (b∥ the action‐oriented language describing the two domains. Because it is fundamentally problematic to derive what ought to happen in science classrooms from other dimensions, I provide three episodes to illustrate what and how students know and learn science during technological design activities. Episodes and analyses embody the two dimensions previously outlined. Because these episodes are representative of the database established during an extensive research program, I suggest there is sufficient ground for using and investigating science‐through‐technology curricula. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 768–790, 2001 相似文献
98.
Counselor Educators' Experiences Preparing Preservice School Counselors: A Phenomenological Study 下载免费PDF全文
Jennifer Scaturo Watkinson Emily C. Goodman‐Scott Ian Martin Kathy Biles 《Counselor Education & Supervision》2018,57(3):178-193
The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level. 相似文献
99.
Bernadette Hauglustaine‐Charlier 《欧洲师范教育杂志》1997,20(3):227-242
The theoretical part of this paper argues for an embedding of the question of stability and change of teachers’ conceptions of learning into the researchers epistemological standpoint. The empirical part illustrates this statement by showing how changes in a teacher's conception of learning could be understood from a constructivist perspective. According to this perspective, conceptions are related to other relational and environmental variables that form a meaningful configuration. Thus, although conceptions of learning appear as relatively stable cognitive structures, they are also related to environmental variables to be managed by the teachers’ educators. This research result determines the discussion of the basic questions addressed in the title of this paper: why do we want to change teachers beliefs and how could we, as teachers’ educators, support these changes. 相似文献