全文获取类型
收费全文 | 1204篇 |
免费 | 50篇 |
专业分类
教育 | 960篇 |
科学研究 | 33篇 |
各国文化 | 17篇 |
体育 | 66篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 169篇 |
出版年
2023年 | 12篇 |
2022年 | 17篇 |
2021年 | 35篇 |
2020年 | 53篇 |
2019年 | 70篇 |
2018年 | 86篇 |
2017年 | 86篇 |
2016年 | 72篇 |
2015年 | 38篇 |
2014年 | 68篇 |
2013年 | 261篇 |
2012年 | 48篇 |
2011年 | 44篇 |
2010年 | 41篇 |
2009年 | 33篇 |
2008年 | 28篇 |
2007年 | 36篇 |
2006年 | 24篇 |
2005年 | 26篇 |
2004年 | 21篇 |
2003年 | 3篇 |
2002年 | 30篇 |
2001年 | 10篇 |
2000年 | 10篇 |
1999年 | 6篇 |
1998年 | 9篇 |
1997年 | 10篇 |
1996年 | 10篇 |
1995年 | 7篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 7篇 |
1991年 | 5篇 |
1990年 | 7篇 |
1989年 | 5篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1966年 | 3篇 |
1965年 | 1篇 |
1962年 | 1篇 |
排序方式: 共有1254条查询结果,搜索用时 15 毫秒
941.
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
942.
Jo Lunn Brownlee Elizabeth Curtis Rebecca Spooner-Lane Florian Feucht 《Education 3-13》2017,45(2):191-208
Research shows that the beliefs individuals hold about knowledge and knowing (epistemic beliefs) influence learning approaches and outcomes. However, little is known about the nature of children's epistemic beliefs and how best to measure these. In this pilot study, 11 Australian children (in Grade 4 or Grade 6) were asked to ‘draw, write and tell’ about their epistemic beliefs using drawings, written responses and interviews, respectively. Drawings were analysed, with the majority of children depicting external, one-way sources of knowledge. The written statements and interviews were analysed using inductive thematic analysis, showing that children predominantly described knowledge acquisition as processes of task-based learning. Interviews also enabled children to describe a wider range of views. These results indicate that the methodological combination of ‘draw, write and tell’ allowed for a deeper understanding of the children's epistemic beliefs which holds implications for future research. 相似文献
943.
Discrimination affects millions of children in the United States and throughout the world. Although the topic is important for both theoretical and applied reasons, little developmental work has examined children's perceptions of discrimination directed toward themselves and others. A review of past theoretical and empirical work on the perception of discrimination is provided. Next, a developmental model of the perception of discrimination is offered. The model identifies developmental and individual differences expected to influence judgments about discrimination, as well as situational variables that are likely to support attributions to discrimination. 相似文献
944.
945.
Barbara L. Martin Rebecca Clemente 《Educational technology research and development : ETR & D》1990,38(2):61-75
A great deal has been written in the last several years about the use or lack of use of instructional systems design (ISD) in public schools. The general discussion has revolved around why ISD has not been accepted by public schools; why instructional design experts have not been hired by public school systems; and primarily what an educational technologist can do to change the situation. The focus of most discussions by educational technologists is: how can schools and teachers alter their practice to benefit from ISD? In this article, we maintain that one reason why ISD has not been adopted in schools is that there may not be a fit between the philosophies, needs, resources, and constraints of schools and the benefits of adopting ISD. We also argue that for ISD to have a significant influence in public schools, it must be accepted by teachers. The general question we ask in this paper is this: are we attempting to redesign schools and classrooms to accommodate our technologies with insufficient attention to the perceived needs of clients and to the consequences of adopting ISD? Our approach to answering this question was to search the literature to uncover perceived inconsistencies between ISD theory and practice on the one hand and teacher needs, wants, and practices on the other. 相似文献
946.
Rebecca Zwick 《Journal of Educational Measurement》1987,24(4):293-308
The reading data from the 1983–84 National Assessment of Educational Progress survey were scaled using a unidimensional item response theory model. To determine whether the responses to the reading items were consistent with unidimensionality, the full-information factor analysis method developed by Bock and associates (1985) and Rosenbaum's (1984) test of unidimensionality, conditional (local) independence, and monotonicity were applied. Full-information factor analysis involves the assumption of a particular item response function; the number of latent variables required to obtain a reasonable fit to the data is then determined. The Rosenbaum method provides a test of the more general hypothesis that the data can be represented by a model characterized by unidimensionality, conditional independence, and monotonicity. Results of both methods indicated that the reading items could be regarded as measures of a single dimension. Simulation studies were conducted to investigate the impact of balanced incomplete block (BIB) spiraling, used in NAEP to assign items to students, on methods of dimensionality assessment. In general, conclusions about dimensionality were the same for BIB-spiraled data as for complete data. 相似文献
947.
University entry is a time of great change for students. The extent to which students are able to effectively navigate such change likely has an impact on their success in university. In the current study, we examined this by way of adaptability, the extent to which students’ adaptability is associated with their behavioural engagement at university, and the extent to which both are associated with subsequent academic achievement. A conceptual model reflecting this pattern of predicted relations was developed and tested using structural equation modelling. First-year undergraduate students (N = 186) were surveyed for their adaptability and behavioural engagement at the beginning of their first year. Following this, students’ academic achievement was obtained from university records at the end of Semester 1 and 2 of first-year university. Findings showed that adaptability was associated with greater positive behavioural engagement (persistence, planning, and task management) and lower negative behavioural engagement (disengagement and self-handicapping). Moreover, negative behavioural engagement was found to inversely predict academic achievement in Semester 1, which predicted academic achievement in Semester 2. The educational implications of the findings are discussed. 相似文献
948.
This paper describes a small‐scale piece of research identifying which aspects of the EP role are considered valuable by SENCos and by EPs themselves. In addition, both groups were asked to identify whether they felt these aspects were uniquely offered by EPs or whether other professionals offered similar or identical services. The differences between responses from SENCos and from EPs were marked, with SENCos valuing ‘traditional’ EP roles while EPs themselves saw a much wider range of services as valuable to schools. Implications for the EP team in addressing these conflicting perspectives are discussed. 相似文献
949.
Stuart R. Poyntz Rebecca Coles Heather Fitzsimmons-Frey Alysha Bains Julian Sefton-Green Michael Hoechsmann 《牛津教育评论》2019,45(2):258-278
ABSTRACTThe ‘learning city’ contains a range of non-formal learning economies. In recent years researchers have focused on, what has been termed, the non-formal arts learning sector, to document best practices, the emergence of new literacies and/or cultural practices, and to highlight interventions that support otherwise marginalised and underserved communities. Yet, for all of this attention, the non-formal learning sector has remained an opaque object, defined by hazy boundaries, diverse programme structures, and a presence in cities that is difficult to grasp. In this paper we develop an account of the non-formal arts learning sector for socially disadvantaged youth by treating it as a ‘socio-technical assemblage’ of the learning city. We draw on data from the Youthsites research project and examine the history, priorities, and tensions in the sector between 1995 and 2015, a period when the youth arts sector has become a significant feature of urban space. We trace the emergence of the sector in three global cities, analyse a series of paradoxes linked to income and property, the labelling of youth, and organisation aims, and show how these paradoxes shape the sector’s broader relationship with the state, labour and consumer markets, and related institutions that allocate support for young people. 相似文献
950.
Brenda L. Volling Natasha J. Cabrera Mark E. Feinberg Damon E. Jones Brandon T. McDaniel Siwei Liu David Almeida Jin-kyung Lee Sarah J. Schoppe-Sullivan Xin Feng Micah L. Gerhardt Claire M. Kamp Dush Matthew M. Stevenson Paige Safyer Richard Gonzalez Joyce Y. Lee Bernhard Piskernik Lieselotte Ahnert Elizabeth Karberg Jenessa Malin Catherine Kuhns Jay Fagan Rebecca Kaufman W. Justin Dyer Ross D. Parke Jeffrey T. Cookston 《Monographs of the Society for Research in Child Development》2019,84(1):7-160
Fathers are more than social accidents. Research has demonstrated that fathers matter to children's development. Despite noted progress, challenges remain on how best to conceptualize and assess fathering and father–child relationships. The current monograph is the result of an SRCD-sponsored meeting of fatherhood scholars brought together to discuss these challenges and make recommendations for best practices for incorporating fathers in studies on parenting and children's development. The first aim of this monograph was to provide a brief update on the current state of research on fathering and to lay out a developmental ecological systems perspective as a conceptual framework for understanding the different spaces fathers inhabit in their children's lives. Because there is wide variability in fathers’ roles, the ecological systems perspective situates fathers, mothers, children, and other caregivers within an evolving network of interrelated social relationships in which children and their parents change over time and space (e.g., residence). The second aim was to present examples of empirical studies conducted by members of the international working group that highlighted different methods, data collection, and statistical analyses used to capture the variability in father–child relationships. The monograph ends with a commentary that elaborates on the ecological systems framework with a discussion of the broader macrosystem and social-contextual influences that impinge on fathers and their children. The collection of articles contributes to research on father–child relationships by advancing theory and presenting varied methods and analysis strategies that assist in understanding the father–child relationship and its impact on child development. 相似文献