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91.
“Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research 总被引:1,自引:0,他引:1
Meilan Zhang Susan Passalacqua Mary Lundeberg Matthew J. Koehler Jan Eberhardt Joyce Parker Mark Urban-Lurain Tianyi Zhang Sunhee Paik 《Journal of Science Teacher Education》2010,21(2):161-179
In this study we described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of
a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to
investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. A Problem-Based Learning approach
was adopted to guide the collaborative action research. Based on a rich set of data sources, we concluded that Sarah’s action
research improved student learning and led to her own professional growth. We also identified important conditions in support
of action research. 相似文献
92.
Recent science education reform has been marked by a shift away from a focus on facts toward deep, rich, conceptual understanding. This requires assessment that also focuses on conceptual understanding rather than recall of facts. This study outlines our development of a new assessment framework and tool-a taxonomy- which, unlike existing frameworks and tools, is grounded firmly in a framework that considers the critical role that models play in science. It also provides instructors a resource for assessing students' ability to reason about models that are central to the organization of key scientific concepts. We describe preliminary data arising from the application of our tool to exam questions used by instructors of a large-enrollment cell and molecular biology course over a 5-yr period during which time our framework and the assessment tool were increasingly used. Students were increasingly able to describe and manipulate models of the processes and systems being studied in this course as measured by assessment items. However, their ability to apply these models in new contexts did not improve. Finally, we discuss the implications of our results and the future directions for our research. 相似文献
93.
Writing and becoming [a teacher]: Teacher candidates’ literacy narratives over four years 总被引:1,自引:0,他引:1
This paper explores narrative inquiry practices in pre-service teacher education program. Written dialogue by teacher candidates provided deep and long term reflection during a 5-year initial teacher education program. This 4-year longitudinal study with 30 teacher candidate participants considers participants’ knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time. The study discusses letter writing as a narrative inquiry practice in teacher education programs and implications of pre-service letter writing over a significant amount of time. 相似文献
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95.
Matthew K. Burns Heather Kwoka Becky Lim Melissa Crone Katherine Haegele David C. Parker Shawna Petersen Sarah E. Scholin 《Psychology in the schools》2011,48(2):124-132
The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade‐appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension questions. The correlation coefficient between ORF and the number of comprehension questions correctly answered was r = .54. Receiver operating characteristics were then used to empirically derive a minimum ORF score necessary for comprehension, indicating that when these students read 63 words correct per minute they successfully comprehended what they read. Finally, the diagnostic accuracy of the derived criterion of 63 words read correctly per minute was tested and resulted in overall correct classification of .80. © 2010 Wiley Periodicals, Inc. 相似文献
96.
David C. Parker Matthew K. Burns Kristen L. McMaster Edward S. Shapiro 《Learning disabilities research & practice》2012,27(1):33-43
Early writing interventions can help students develop the writing skills they need to experience positive educational and postsecondary outcomes, but effective intervention requires instructionally relevant assessment data. Shapiro's curriculum‐based assessment (CBA) model integrates related yet distinct CBA approaches into a model that informs intervention. Extending this model to early writing poses challenges only recently addressed by research. On the basis of a review of relevant early writing research, this article outlines an instructionally relevant assessment model for early writing. Within the proposed model, the instructional hierarchy is suggested to directly connect early writing assessment with intervention. A discussion of potential limitations as well as future directions for research is included. 相似文献
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98.
Charles A. Parker 《Higher Education》1980,9(4):429-442
In this paper, the state of the art of the literature on change is examined in an attempt to explain why most attempts at change in schools fail. The historical development of modern change studies is traced from the early 1940s to the present. This evolution is analyzed and evaluated and some probable future directions in the literature are suggested. Finally, some preliminary conclusions are drawn and reasons are suggested for the failure of most attempts at change. 相似文献
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