全文获取类型
收费全文 | 600篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 470篇 |
科学研究 | 10篇 |
各国文化 | 5篇 |
体育 | 35篇 |
文化理论 | 4篇 |
信息传播 | 82篇 |
出版年
2024年 | 1篇 |
2022年 | 5篇 |
2021年 | 5篇 |
2020年 | 10篇 |
2019年 | 9篇 |
2018年 | 20篇 |
2017年 | 19篇 |
2016年 | 26篇 |
2015年 | 15篇 |
2014年 | 20篇 |
2013年 | 165篇 |
2012年 | 19篇 |
2011年 | 21篇 |
2010年 | 14篇 |
2009年 | 16篇 |
2008年 | 21篇 |
2007年 | 16篇 |
2006年 | 15篇 |
2005年 | 12篇 |
2004年 | 15篇 |
2003年 | 12篇 |
2002年 | 15篇 |
2001年 | 9篇 |
2000年 | 5篇 |
1999年 | 7篇 |
1998年 | 7篇 |
1997年 | 6篇 |
1996年 | 14篇 |
1995年 | 12篇 |
1994年 | 10篇 |
1993年 | 3篇 |
1992年 | 13篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1980年 | 8篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有606条查询结果,搜索用时 0 毫秒
151.
As primary school enrolment rates in Rwanda near ubiquity, completion rates remain low and repetition rates remain high. This study investigates the impact of the ‘hidden costs’ of schooling in the context of Rwanda’s fee-free education policy. Using a social-science case study, focus groups and interviews were undertaken with 200 participants, including local leaders, school administrators, children and caregivers. Findings suggest children continue to contend with a range of school-related costs that impact attendance, performance and completion. Examination fees, after-school coaching and ‘voluntary’ parent-teacher association dues were found to have serious consequences for children’s educational experience. Findings illustrate how these ‘hidden costs’ may be a key factor explaining why children do not complete their schooling once enrolled. A series of policy recommendations are offered and broader implications for children’s rights and Education For All are discussed. Further in-depth and comparative study is required. 相似文献
152.
Pamela A. Harvey Christopher Wall Stephen W. Luckey Stephen Langer Leslie A. Leinwand 《CBE life sciences education》2014,13(4):698-710
Undergraduate science education curricula are traditionally composed of didactic instruction with a small number of laboratory courses that provide introductory training in research techniques. Research on learning methodologies suggests this model is relatively ineffective, whereas participation in independent research projects promotes enhanced knowledge acquisition and improves retention of students in science. However, availability of faculty mentors and limited departmental budgets prevent the majority of students from participating in research. A need therefore exists for this important component in undergraduate education in both small and large university settings. A course was designed to provide students with the opportunity to engage in a research project in a classroom setting. Importantly, the course collaborates with a sponsor''s laboratory, producing a symbiotic relationship between the classroom and the laboratory and an evolving course curriculum. Students conduct a novel gene expression study, with their collective data being relevant to the ongoing research project in the sponsor''s lab. The success of this course was assessed based on the quality of the data produced by the students, student perception data, student learning gains, and on whether the course promoted interest in and preparation for careers in science. In this paper, we describe the strategies and outcomes of this course, which represents a model for efficiently providing research opportunities to undergraduates. 相似文献
153.
Anne T. Gilliland Pamela S. Bradigan 《Journal of the Medical Library Association》2014,102(2):114-117
Objective:
This paper presents the results of data gathered on copyright questions asked at an academic health sciences library.Methods:
Collected data include questioner''s status or discipline, the subject of the questions, the types of activities that the questioners were engaged in, the communication mode, and the length of time it took to answer the questions.Results:
Overall results showed most questions were about permissions. Staff asked the most questions, followed by faculty and students.Conclusions:
Copyright education is needed at universities, and further analysis of queries will determine the direction of the education. 相似文献154.
155.
Charles E. Dukes Pamela Lamar-Dukes 《Journal of educational and psychological consultation》2013,23(2):169-176
The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used these tools to adapt course components to students' expressed cross-cultural needs. Highlighted themes from the data included the importance of continual cross-cultural competency development in school psychology training programs. Other questions raised from the case study included how to extend a practitioner's cross-cultural development beyond formal training. 相似文献
156.
Jamie Y. Fearrington Patricia D. Parker Pamela Kidder‐Ashley Sandra G. Gagnon Sara McCane‐Bowling Christy A. Sorrell 《Psychology in the schools》2014,51(1):85-96
Many studies have found gender differences in certain areas of academic achievement, such as reading and math. Fewer studies have examined gender disparities in writing skills. The current study explored gender differences in written expression performance. Participants were 1,240 male and female students in third through eighth grade, representing five schools in a rural southeastern school district. Each student was administered an AIMSweb curriculum‐based measurement writing probe during the district's regularly scheduled fall, winter, and spring benchmarks. All measures were scored for total words written and correct writing sequences. Two‐way repeated measures analyses of variance were used to determine whether differences existed in the sample. A significant female advantage was found on both scoring indices at each grade level. These findings have strong instructional and theoretical implications for practicing school psychologists and other educators. 相似文献
157.
The authors examined the relations between academic cheating and impulsivity in a large sample of adolescents enrolled in high school health education classes. Results indicated that impulsivity predicts academic cheating for students who report extensive involvement in cheating. However, students who engage in extensive cheating are less likely to report cheating when they perceive a mastery goal structure. In addition, both moderate and extensive cheaters report less cheating when they perceive the teacher as being credible. 相似文献
158.
Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via information and communication technologies, and flexible support by tele-tutoring. These principles are used in the MUNICS learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students may model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. For example, the students’ ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applications. 相似文献
159.
Pamela R. Hallam David M. Boren Julie M. Hite Steven J. Hite Christopher B. Mugimu 《International Journal of Educational Development》2013
Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers’ perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers’ perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S.-based research. 相似文献
160.
Emotional Competence and its Influences on Teaching and Learning 总被引:2,自引:0,他引:2
Pamela W. Garner 《Educational Psychology Review》2010,22(3):297-321
This article provides an interdisciplinary review of theory and research linking aspects of emotional competence to learning
and school-related outcomes across childhood. Drawing upon work in developmental psychology, educational psychology, and teacher
education, this review also discusses the role of teachers in socializing students’ emotions and considers the strategies
and the challenges they face in regulating their own emotions in the classroom context. Future directions for research in
this area are proposed. 相似文献