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31.
Bilal Ashraf Akansha Singh Germaine Uwimpuhwe Steven Higgins Adetayo Kasim 《British Educational Research Journal》2021,47(6):1675-1699
Meta-analysis is the synthesis of findings from research projects, which enables an estimate of the average or pooled effect across various studies. This study presents findings from the intention to treat analysis for a series of educational evaluations in England using a two-stage meta-analysis with standardised outcome data and individual participant data meta-analyses. The research estimates the overall impact of educational trials on pupils eligible for Free School Meals (FSM) and the attainment gap in literacy and mathematics performance between FSM and non-FSM pupils based on analysis of 88 trials and data from over half a million pupils. For the meta-analyses, frequentist and Bayesian multilevel models were used to estimate the individual and pooled effect size across categories of explanatory variables such as age groups (key stages in England) and aspects of the type of interventions (one-to-one, small group, whole class). Results indicated that the overall impact of interventions on the literacy outcomes of FSM pupils was positive, with a pooled effect size of 0.06 (0.03, 0.08). However, for mathematics, no overall effect on FSM pupils was observed. Analysis of the attainment gap indicated that literacy outcomes for FSM pupils were improved by interventions marginally more than for non-FSM pupils (pooled attainment gap 0.01 (−0.01, 0.04)). The risk of bias assessment showed that estimates were consistent across different methodological approaches. Overall, evidence from this study can be used to identify, test and scale educational interventions in schools to improve educational outcomes for disadvantaged pupils. 相似文献
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Peggy Doerschuk Cristian Bahrim Jennifer Daniel Joseph Kruger Judith Mann Cristopher Martin 《Journal of Science Education and Technology》2016,25(4):682-695
There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors. Females and minorities remain underrepresented in STEM. The success rate of college students who are from low-income background or first-generation students is much lower than that of students who do not face such challenges. Some of those who successfully complete their degree need help in making the transition to the workforce after graduation. A program at Lamar University takes a multidisciplinary approach to addressing these problems. It is designed to recruit, retain and transition undergraduates to careers in STEM, focusing its efforts on five science disciplines and on these “at-risk” students. The program was supported by a 5-year grant from the National Science Foundation and is supported through August 31, 2016 by Lamar University and a grant from ExxonMobil. A formal assessment plan documents the program’s success. The program received an award from the Texas Higher Education Board for its contributions towards Closing the Gaps in Higher Education in Texas. This paper describes the program’s theoretical framework, research questions, methods, evaluation plan, and instruments. It presents an analysis of the results achieved using these methods and implications for improvements to the program resulting from lessons learned. 相似文献
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Steve Higgins Maria Katsipataki 《International Journal of Research & Method in Education》2016,39(3):237-254
ABSTRACTThis article reviews some of the strengths and limitations of the comparative use of meta-analysis findings, using examples from the Sutton Trust-Education Endowment Foundation Teaching and Learning ‘Toolkit’ which summarizes a range of educational approaches to improve pupil attainment in schools. This comparative use of quantitative findings has similar characteristics to umbrella reviews which provide a succinct but applicable summary of the current state of evidence to inform practice or policy. Meta-analysis helps to identify which approaches have, on average, made the most difference to tested learning outcomes, in terms of effect size. We suggest that any comparative inferences made between meta-analyses should be treated cautiously, but taken seriously. Additionally, we present alternative ways of interpreting effect sizes, security ratings and cost-estimates to make research findings accessible, whilst retaining appropriate accuracy which is discussed using the ‘Toolkit’ as an example. We conclude by arguing that we should consider the available information not as ‘what works’, but ‘what has worked’ to understand its value and limits in terms of supporting the development of research-based practice. 相似文献
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Planning and organizing the young child's curriculum and classroom environment is an essential component in the early childhood education program. Every fall in the USA millions of children begin and continue to participate in formal school settings. These children are all unique and differ in cognitive and social maturity.Jeffrey I. Gelfer is Program Manager of children's services of Easter Seal Society in Sarasota, Florida. Peggy G. Perkins is an Educational Consultant in Sarasota, Florida. 相似文献
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