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961.
Are all part-time faculty underemployed? The influence of faculty status preference on satisfaction and commitment 总被引:1,自引:0,他引:1
Utilizing a person–job fit perspective, we examined the job satisfaction and affective commitment of three groups of college
faculty (N = 167): full-time faculty, part-time faculty preferring a part-time position (voluntary part-time), and part-time faculty
preferring a full-time position (involuntary part-time). Involuntary part-time faculty were least satisfied with salient facets
of satisfaction (advancement, compensation, and job security), whereas voluntary part-time faculty and full-time faculty reported
similar levels of satisfaction on these facets. No consistent differences in satisfaction by faculty status were found for
the majority of the other, less salient facets. The three groups of faculty also reported similar levels of perceived overqualification
and affective commitment to the organization. Future directions for research and practice are discussed. 相似文献
962.
The research examined effects of notetaking instruction on elementary-aged students’ abilities to recall science information
and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment
conditions: strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the
notetaking instruction were measured by their performances on a test about science information, a long-term free recall of
the information, and the number of information units recalled with or without cues. Students’ prior science achievement was
used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results
indicated significant treatment effect in favor of the strategy notetaking instruction groups on cued and non-cued recall
of the information units. Students with higher prior achievement in science performed better on cued recall and long-term
free recall of information. The results suggest that students as young as those in third grade classes can be instructed to
develop notetaking ability that promotes their learning. 相似文献
963.
964.
Paul Ward Nicola J. Hodges Janet L. Starkes Mark A. Williams 《High Ability Studies》2007,18(2):119-153
The relative contribution of domain‐specific and non‐domain‐specific activities to the development of soccer expertise was examined using a retrospective cross‐sectional design. Elite and sub‐elite players aged between 9 and 18 years of age completed a participation history questionnaire under supervision. Weekly and accumulated hours spent in soccer team practice most consistently discriminated between skill levels across age cohorts. Elite players spent more time in decision‐making activities during team practice, possessed higher levels of motivation and had greater parental support. Maturational indices, time spent in playful activities, sporting diversity and time at which specialization occurred did not differentiate between groups. Engaging in activities deliberately designed to improve performance rather than mere experience within the domain or experience of related activities is likely to lead to elite status. 相似文献
965.
Linda A. Barkas Jonathan M. Scott Nicola J. Poppitt Paul J. Smith 《Journal of Further & Higher Education》2019,43(6):801-813
The Teaching Excellence Framework (TEF), originally proposed in the UK government’s Higher Education White Paper, now the Higher Education and Research Act 2017, is a national mechanism to assess teaching quality in universities. This article provides a critical account of the TEF, underpinned by an overview of the policy context and marketisation and employability agendas exploring the rationale for implementing TEF within universities. We argue, first, that the White Paper’s narrative, the rhetoric of the TEF, seems positive but its implementation appears to be conceptually flawed. Second, its complex quality metrics system demands yet another layer of bureaucracy in an already micro-managed system of higher education. Third, claims made by the White Paper must be supported by evidence-based research to ensure that the objectives are clear. We conclude by questioning whether the quality of the student experience can be improved by the TEF reforms. 相似文献
966.
Recent years have seen a revived interest in therapeutic educational psychology practice. The aim of this research is to identify the range of therapeutic approaches being delivered by Educational Psychologists (EPs) in an Irish context and to elicit the views of practitioners on the facilitators and barriers to therapeutic provision. Twelve participants were recruited from a total of 22 EPs working within one region of the National Educational Psychological Service (NEPS). Individual semi-structured interviews were held, and thematic analysis was used to examine the data gathered. Therapeutic approaches most commonly used by participants were Cognitive Behavioural Therapy (CBT) and Solution Focused Brief Therapy (SFBT). Barriers perceived by EPs as impacting therapeutic practice related to time, government policy, school factors, EP role, and training. Facilitators included service support, intervention outcomes and media interest. Findings suggest that many EPs are applying therapeutic approaches and are keen to provide more within their professional role. 相似文献
967.
Critical media literacy is not an option 总被引:1,自引:0,他引:1
This article explores the theoretical underpinnings of critical media literacy and analyzes four different approaches to teaching
it. Combining cultural studies with critical pedagogy, we argue that critical media literacy aims to expand the notion of
literacy to include different forms of media culture, information and communication technologies and new media, as well as
deepen the potential of literacy education to critically analyze relationships between media and audiences, information and
power. A multiperspectival approach addressing issues of gender, race, class and power is used to explore the interconnections
of media literacy, cultural studies and critical pedagogy. In the interest of a vibrant participatory democracy, educators
need to move the discourse beyond the stage of debating whether or not critical media literacy should be taught, and instead
focus energy and resources on exploring the best ways for implementing it.
相似文献
Douglas KellnerEmail: URL: http://www.gseis.ucla.edu/faculty/kellner/kellner.html |
968.
Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology
in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper
reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in
Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana
do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics
teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters
for ICT integration in mathematics teaching in the context of Ghana. 相似文献
969.
Douglas R. Franks 《Educational Studies in Mathematics》1996,31(3):295-317
Excellence in education has become the watchword in the past decade. This paper describes aspects of research conducted with two secondary mathematics teachers and seven senior students, which explored their perceptions of mathematics as they have experienced it, and their beliefs about personal excellence in school mathematics. Three categories of excellent students are described as identified by the participants. While the teachers endeavoured to extend the meaning of excellence beyond test achievement alone, the system within which they function largely supports a technical (excellence as marks) conception of education. I argue that this has led teachers and students to a restricted view of the potential for excellence in the secondary mathematics classroom. In particular, it limits the possibility for a strong understanding of personal excellence as an inseparable intellectual and moral journey of becoming, fostered in the environment of a genuine community of mathematics learners.An earlier draft of this paper was presented at the Canadian Society for the Study of Education Annual Meeting, Carleton University, June 10, 1993. 相似文献
970.
As part of a professional development initiative helping secondary school teachers use assessment data to guide their instruction, teachers in this study changed their knowledge, skills and dispositions. Over time, they were able to identify assessments, administer these assessments, interpret the results and plan instruction. As a result, the students who were tutored by these teachers increased their achievement compared with a control group. 相似文献