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151.
Conclusion The most important finding from this study is that if one adheres to the guidelines from the literature on staff development
and educational change, teachers can and will change their teaching behaviors. It is very easy, however, to underestimate
the time and resources required to implement change in schools. Even a seemingly simple change such as increasing use of educational
computing, which teachers can implement in their individual classrooms without an overhaul of schools, is immensely complex
and difficult. Helping teachers and schools change requires a systematic effort, with intensive on-going support over a period
of three or more years. Science educators, school leaders, and the public must learn that school improvement is not an event
but a continual process of renewal and refinement.
This study demonstrates the importance of allocating resources to staff development and implementation along with those for
curriculum development. Fortunately, the National Science Foundation has recognized the importance of implementation in school
improvement by requiring that implementation be an integral part of all curriculum development projects it funds. As Hall
(1986) said, “It is not enough to build pretty boxes; what is important is to get the boxes used.”
This article is based on work supported by the National Science Foundation under Grant No. MDR-8470061. Any opionions, findings,
and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the
views of the National Science Foundation. 相似文献
152.
153.
154.
Rinat Michael TaeSun Kim Ashley Hutchison Rachel Gali Cinamon Lawrence H. Gerstein Juno Park Yuri Choi Yamini Bellare Rachael Collins 《International Journal for Educational and Vocational Guidance》2017,17(2):121-141
The current study investigated the content of future perceptions among 47 U.S. women and 48 Israeli women. Thematic analysis was used to explore participants’ qualitative responses. Women’s responses covered a wide range of topics, and were categorized into ten key themes: (a) work, (b) family/relationships, (c) property, (d) residence, (e) education, (f) general quality of life, (g) leisure, (h) pro-social activities, (i) multiple role management, and (j) religion. Results demonstrated the role of nationality in the process of exploration and future perceptions. Implications for research and practice are discussed. 相似文献
155.
156.
157.
Meca?R.?WilliamsEmail author Denise?N.?Brewley R.?Judith?Reed Dorothy?Y.?White Rachel?T.?Davis-Haley 《The Urban Review》2005,37(3):181-199
This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White
Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial
support that helped them to navigate through their graduate level work. Common themes of identity, community service missions,
and empowerment provides a thread that ties the student’s narratives together. We close by offering some suggestions for further
research on the Black graduate experience and mentoring Black graduate students.
Meca R. Williams, Denise N. Brewley, R. Judith Reed and Dorothy Y. White are affiliated with University of Georgia. Rachel
T. Davis-Haley is affiliated with University of New Orleans. 相似文献
158.
Rachel E. Wilson Leslie U. Bradbury 《International Journal of Science Education》2016,38(17):2621-2641
In consideration of the potential of drawing and writing as assessment and learning tools, we explored how early primary students used these modes to communicate their science understandings. The context for this study was a curricular unit that incorporated multiple modes of representation in both the presentation of information and production of student understanding with a focus on the structure and function of carnivorous plants (CPs). Two science teacher educators and two first-grade teachers in the United States co-planned and co-taught a multimodal science unit on CP structure and function that included multiple representations of Venus flytraps (VFTs): physical specimens, photographs, videos, text, and discussions. Pre- and post-assessment student drawings and writings were statistically compared to note significant changes, and pre- and post-assessment writings were qualitatively analysed to note themes in student ideas. Results indicate that students increased their knowledge of VFT structure and function and synthesised information from multiple modes. While students included more structures of the VFT in their drawings, they were better able to describe the functions of structures in their writings. These results suggest the benefits for student learning and assessment of having early primary students represent their science understandings in multiple modes. 相似文献
159.
Rachel E. Stark Lynne E. Bernstein Rosemary Condino Michael Bender Paula Tallal Hugh Catts 《Annals of dyslexia》1984,34(1):49-68
Children identified as normal or as specifically language impaired (SLI) were given speech, language, and intelligence testing
on a longitudinal basis. Fourteen normal and 29 SLI children between the ages of 4 1/2 and 8 years were tested at Time 1.
They were retested three to four years later when they were 8 to 12 years old. The results indicated that both the normal
and the SLI children continued to develop skills in receptive and expressive language and speech articulation across the 3-
to 4-year period intervening between evaluations. Overall, however, the SLI children appeared to develop language skills at
a slower than normal rate and 80% of them remained language impaired at Time 2. In addition, the majority of the SLI children
manifested reading impairment at Time 2, while none of the normal children did so. The implications for the educational management
of SLI children are discussed.
Research supported by the March of Dimes, Grant #12-84.
Presented at the 32nd Annual Conference of The Orton Dyslexia Society, Baltimore, Maryland, November 1982. 相似文献
160.