全文获取类型
收费全文 | 256篇 |
免费 | 3篇 |
专业分类
教育 | 209篇 |
科学研究 | 21篇 |
各国文化 | 3篇 |
体育 | 10篇 |
信息传播 | 16篇 |
出版年
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 9篇 |
2017年 | 7篇 |
2016年 | 14篇 |
2015年 | 5篇 |
2014年 | 3篇 |
2013年 | 47篇 |
2012年 | 9篇 |
2011年 | 3篇 |
2010年 | 8篇 |
2009年 | 9篇 |
2008年 | 6篇 |
2007年 | 7篇 |
2006年 | 8篇 |
2005年 | 8篇 |
2004年 | 2篇 |
2003年 | 8篇 |
2002年 | 5篇 |
2001年 | 4篇 |
2000年 | 8篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 10篇 |
1996年 | 6篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1968年 | 1篇 |
1938年 | 1篇 |
排序方式: 共有259条查询结果,搜索用时 31 毫秒
201.
202.
Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or affective engagement in a sample of undergraduate psychology students in Ireland. Ninety-one students completed two forms of the student engagement instrument, rating current engagement and retrospective secondary school engagement, along with the trait EI (TEI) questionnaire. After controlling for academic ability, gender and school engagement, multiple regression analyses found TEI to be a positive predictor of both cognitive and affective engagement. Previous academic performance acted as an additional predictor of cognitive engagement, while retrospective affective school engagement predicted current affective engagement. These results suggest that interventions aimed at increasing EI may have positive implications for many aspects of student engagement, and hence performance at third level. 相似文献
203.
Bill Gothard Phil Mignot 《International journal for the advancement of counseling》1999,21(2):153-167
This article describes the development of a model of career counselling that will be responsive to the nature of career in the 21st Century. It begins by providing a commentary on the relationship between theory and the practice of career counselling, from the early 1900's to the present day. Drawing from contemporary research and theorizing, the article argues for an integrated approach to theory and practice. A framework that integrates developmental perspectives on career learning and client-centred career counselling is proposed. The ontological, epistemological and methodological characteristics of the framework are considered. The development of a constructivist, hermeneutic model of career counselling is then described and demonstrated. 相似文献
204.
This paper reports findings from a project that explored the use of a modified form of ‘lesson study’ in a one-year programme of secondary school initial teacher education (ITE). Twelve mentors and student-teachers worked in pairs to design and teach two ‘research lessons’ in the course of two eight-week teaching practice placements as part of a university–school partnership for the preparation of new teachers. Participating student-teachers reported that engagement in this form of lesson study with a mentor was an effective way to help them grow individual teaching skills, knowledge and confidence in teaching placements. In addition, in most cases, it enabled active and creative participation in a community of teacher learners. However, engagement in lesson study not only supported student-teachers to meet ‘qualifying to teach’ standards, but also offered opportunities for holistic study of teaching and learning, leading to growth in what we characterise as ‘pedagogic literacy’. 相似文献
205.
Hungry rats performed four different tasks which all required responding to be withheld for food reinforcement to be obtained. The tasks were the following: an omission schedule, a go/no-go procedure, a differential reinforcement of low rate schedule, and a choice task in which the subject could respond for a small immediate reward or a large delayed reward. Each rat experienced each task twice. For each task, the rank ordering of the subjects’ performance on the test and retest was highly consistent, indicating the reliability of the task for measuring a particular “ability.” However, there were no consistencies in the performance of individual rats between tasks. This suggests that claims regarding consistent individual differences in brain-lesioned nonhumans across a range of such tasks are not supported in intact subjects. 相似文献
206.
David Oldroyd Phil Dowe Adrian Mackenzie Alison Bashford Geoffrey C. Bowker Alan Chalmers I. J. Crozier John Dargavel Wendy Riemens Andrew Dowling Peter Forrest David Frankel Jay Garfield Honor Godfrey Andrew Grout Phillip Hart C. A. Hooker Yvonne Luxford Bronwyn Maelzer Brian Martin Nicolas Rasmussen Nathan Reingold Libby Robin Michael Shortland Tim Sprod John Sutton Janusz Sysak 《Metascience》1997,6(1):105-184
207.
Geoff Munns Phil Nanlohy Margaret Thomas 《Asia-Pacific Journal of Teacher Education》2000,28(2):165-177
This paper reports on a study into the educational experiences of a group of students who are accessing tertiary education through alternative entry programmes. There were three purposes for the study. The first was to identify why the students either did not finish school or go to university after school. The second was to explore the students' stated reasons for returning to university later in their lives. The third was to share the students' secondchance experiences in their first semester as university students. The study drew on theoretical ideas surrounding how students who reject school, or who have been rejected by school, may come to view education as unfinished business in their lives. Reconnection with education coincides with wider processes of individuals defining and redefining educational identities. 相似文献
208.
Ethnicity as a moderator of the theory of planned behavior and physical activity in college students
Blanchard CM Kupperman J Sparling P Nehl E Rhodes RE Courneya KS Baker F Hunt T 《Research quarterly for exercise and sport》2007,78(5):531-541
Most college students do not meet physical activity (PA) guidelines, and ethnic disparities exist. The present study examined the utility of the theory of planned behavior (TPB) in explaining PA intentions and behavior in black and white college students and whether any TPB relationships were moderated by ethnicity. Black (n=170) and white (n=180) students completed a baseline TPB questionnaire and PA assessment 2 weeks later Hierarchical latent variable regression analyses showed that affective attitude, subjective norm, and perceived behavioral control (PBC) were significant predictors of intention for both ethnic groups, whereas the PBC-intention relationship was significantly stronger for white students. Intention significantly predicted PA for both ethnic groups. Furthermore, common and ethnic-specific beliefs were identified. 相似文献
209.
210.
Learning from and responding to students' questions: The authoritative and dialogic tension 总被引:1,自引:1,他引:0
In this study we present an analysis of classroom interactions initiated by students' wonderment questions. Our interest in such events arises from their potential to stimulate active intellectual engagement in classrooms, which can impact upon the subsequent development of the classroom discourse. In investigating this issue we shall address the following research question: How do student questions impact upon the teaching explanatory structure and modify the form of the ongoing classroom discourse, in selected science lessons? From data collected in a Brazilian secondary school we have selected three classroom episodes, with large differences in both the context in which the student's question emerges and in the communicative approach developed in response to it. The analysis, based on the framework proposed by Mortimer and Scott [Mortimer and Scott (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press], shows that questions made by students are important in providing feedback from students to the teacher, enabling adjustments to the teaching explanatory structure. These adjustments sometimes occur smoothly, at other times with major changes to the features of the classroom discourse, and elsewhere with misunderstanding and disagreement. The data also suggest the need to consider students' intentions and their active participation in the negotiation of both the content and structure of classroom discourse. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:174–193, 2010 相似文献