全文获取类型
收费全文 | 726篇 |
免费 | 7篇 |
专业分类
教育 | 549篇 |
科学研究 | 42篇 |
各国文化 | 7篇 |
体育 | 59篇 |
文化理论 | 2篇 |
信息传播 | 74篇 |
出版年
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 6篇 |
2019年 | 23篇 |
2018年 | 27篇 |
2017年 | 33篇 |
2016年 | 25篇 |
2015年 | 24篇 |
2014年 | 30篇 |
2013年 | 164篇 |
2012年 | 23篇 |
2011年 | 18篇 |
2010年 | 21篇 |
2009年 | 19篇 |
2008年 | 22篇 |
2007年 | 20篇 |
2006年 | 14篇 |
2005年 | 26篇 |
2004年 | 20篇 |
2003年 | 8篇 |
2002年 | 9篇 |
2001年 | 17篇 |
2000年 | 9篇 |
1999年 | 12篇 |
1998年 | 10篇 |
1997年 | 6篇 |
1996年 | 8篇 |
1995年 | 5篇 |
1994年 | 7篇 |
1993年 | 11篇 |
1992年 | 8篇 |
1991年 | 8篇 |
1990年 | 3篇 |
1989年 | 9篇 |
1988年 | 3篇 |
1986年 | 2篇 |
1985年 | 7篇 |
1984年 | 4篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1978年 | 6篇 |
1976年 | 4篇 |
1971年 | 3篇 |
1970年 | 4篇 |
1967年 | 2篇 |
1965年 | 2篇 |
1830年 | 3篇 |
1828年 | 4篇 |
1826年 | 3篇 |
排序方式: 共有733条查询结果,搜索用时 15 毫秒
41.
A new set of standards to guide professional development in assessment among student affairs professionals and faculty members is poised to revolutionize how educators learn to conduct this essential work. 相似文献
42.
Peggy McCardle Joan Mele‐McCarthy Kathleen Leos 《Learning disabilities research & practice》2005,20(1):68-78
Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English‐speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings. 相似文献
43.
Perceived competence is a key motivational determinant of physical activity behaviours in adolescents, and motivational determinants are influenced by the class environment. The purpose of this study was to investigate levels of perceived physical competence, enjoyment and effort in class, focusing on gender and class‐type differences. Participants were 546 adolescents (289 males, 257 females) who were in same‐sex or coeducational physical education classes. The Hierarchical Physical Competence Scale (HPCS) and questionnaire measures of enjoyment and effort in classes were used to investigate students’ perceptions. Results of 2 × 2 multivariate analysis of variance (MANOVA) indicated that students’ perceptions of physical competence, enjoyment and effort in classes differed according to gender and class type, but these differences must be viewed in light of strong interaction effects. That is, female students reported more positive and adaptive perceptions in same‐sex classes and were more affected by class type than were male students. 相似文献
44.
A comparison of educational factors promoting or discouraging the intent to remain in engineering by gender 总被引:1,自引:1,他引:0
This study seeks to examine key extrinsic and intrinsic factors that encourage or discourage persistence in attaining an engineering degree and pursuing an engineering-related career among both male and female undergraduates. Quantitative and qualitative findings from nine participating undergraduate degree programmes reveal that career expectations formulated through educational experiences as undergraduates play a key role in motivating students. Among females, faculty interaction in the classroom, such as feedback received and the degree to which the faculty treat them with respect, is an important encouraging factor. For both males and females, discouraging elements of the undergraduate experience include the amount of time for coursework, competition in engineering classes and grades. The findings have several practical implications that faculty and administrators can employ in shaping the undergraduate experience to encourage short- and long-term interest in engineering among both male and female students. 相似文献
45.
Ng Peggy M. L. Chan Jason K. Y. Lit Kam Kong 《Education and Information Technologies》2022,27(6):8129-8145
Education and Information Technologies - Online collaborative learning (OCL) has received significant attention, but the ultimate goal of adopting OCL is neglected, especially in higher education... 相似文献
46.
C. Nikki Arrington Paulina A. Kulesz David J. Francis Jack M. Fletcher Marcia A. Barnes 《Scientific Studies of Reading》2014,18(5):325-346
Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in 1,134 adolescent students. Path analyses were used to assess the direct and indirect effects of working memory and aspects of attentional control on reading comprehension and decoding. There were significant direct effects of working memory, sustained attention, and cognitive inhibition on reading comprehension, but not decoding. There was a significant direct effect of working memory and response inhibition on decoding, but not comprehension. These results suggest that different aspects of attentional control are important for decoding versus comprehension. 相似文献
47.
48.
49.
50.