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691.
692.
Corinne M. Kindzierski Robin O'Dell Michele A. Marable Sharon L. Raimondi 《Emotional and Behavioural Difficulties》2013,18(2):179-180
This study was designed to reveal the knowledge and skill sets that practicing day treatment and residential treatment EBD teachers view as important, and/or lacking, in novice EBD teachers, and to situate those findings within the larger contexts of teacher attrition and teacher preparation in special education. Primary results suggest that EBD teachers in day treatment and residential treatment centres believe knowledge of and implementation of best practices to be one of the most important prerequisites for effective practice in the EBD classroom, and one of the prerequisites most lacking by novice teachers. EBD teachers also indicated that knowledge of and appropriate use of behaviour management techniques was essential for effective practice, and also was reported to be lacking in novice teachers. In addition, EBD teachers reported a number of areas in which their teacher preparation programmes were perceived as lacking depth. Finally, certain personality attributes were identified as essential prerequisites for effective practice in the EBD classroom. Results are useful for teacher educators, teacher coaches, and school administrators. 相似文献
693.
694.
Michel Désert Marie Préaux Robin Jund 《European Journal of Psychology of Education - EJPE》2009,24(2):207-218
The aim of this study was to verify whether children from low socio-economic status (SES) are victims of stereotype threat.
Children in first grade (6 to 7 years old) and third grade (8 to 9 years old) performed Raven’s progressive matrices, an intellectual
ability test commonly used by psychologists. The test was presented either with the (evaluative) instructions recommended
by Raven et al. (1998) or with non evaluative instructions. Children’s SES and beliefs concerning differences of abilities
at school as a function of SES were also assessed. The results indicated that, as early as first grade, participants believed
that children from high SES are better at school than children from low SES. Furthermore, low SES participants’ performance
on the Raven’s matrices was lower in the evaluative condition than in the non evaluative condition. The experimental instructions
did not affect high SES participants’ performance. The discussion explores implications of these results in the use of standardized
tests to assess the intellectual abilities of low SES children. 相似文献
695.
Self-efficacy is a predictor of behavioral performance across a range of health domains, and research suggests that media messages can effectively boost efficacy; however, much is unknown regarding determinants of self-efficacy, and the message features with the greatest potential to alter efficacy perceptions. The authors of this article examined skill and motivation as determinants of efficacy and tested their effectiveness as message variables. Study 1 identified health behaviors that young adults felt unable to perform, as well as behavior barriers and facilitators. Study 2 isolated one behavior, exercise, and tested messages targeting either skill or motivation as a determinant of self-efficacy to exercise. Matched messages engendered greater general self-efficacy than unmatched messages, though no differences emerged on self-efficacy magnitude and strength measures. Follow-up data indicated that participants low in motivation exercised more than those low in skill regardless of message condition. Implications of these findings for health promotion efforts are discussed. 相似文献
696.
The present study is a longitudinal examination of the relations between parental expressions of affect and parental control behaviors and children's classroom acceptance in kindergarten and first grade. One hundred-sixteen kindergarten-aged children and their parents were videotaped during physical play sessions and parents were rated on global affective and behavioral dimensions. Ratings of classroom social acceptance were provided by teachers and peers. Results indicated that parents' expressed positive and negative affect were related to children's classroom acceptance in kindergarten and in first grade. The most powerful and consistent predictor of children's social acceptance was fathers' expressed negative affect, particularly between father-son dyads. The current study emphasizes the importance of continued examination of linkages between the family and peer systems, especially with respect to the ways in which children's experiences in the family and school environments may mutually influence social development, and points to the need for further examination of the mechanisms by which multiple social contexts may influence children's behavior in the family and in school. 相似文献
697.
Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007 相似文献
698.
Robin Mason 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(1):28-41
This article describes computer conferencing in its educational context, particularly as a tool for encouraging greater autonomy in the learner. Conferencing experiments at the Open University with a large undergraduate course (1000–2000 students) are described, and guidelines proposed: the conferencing system must be integral to the course and related directly to an assessment, the facility must be easy to use and the conference moderator needs special skills to manage the conference. Various problems can arise, such as the non-participant 'lurker' and the dominant personality. Ways in which conferencing can improve educational interaction are suggested. With an innovation as untested as conferencing, it is premature to expect definitive answers; rather this paper poses questions and identifies issues about the role of conferencing in education in the future. 相似文献
699.
700.
Robin Ulriksen Åse Sagatun Henrik Daae Zachrisson Trine Waaktaar Arne Ola Lervåg 《Scandinavian Journal of Educational Research》2013,57(3):357-376
Social support and socioeconomic status (SES) have received considerable attention in explaining academic achievement and the achievement gap between students with ethic majority and immigrant background, and between boys and girls. Using a Structural Equation Modeling approach we examine (1) if there exist a gap in school achievements between these groups, (2) whether social support and SES is associated with achievements across these groups, (3) whether social support is associated with achievements after controlling for SES, and (4) whether achievement gaps are explained by group differences in social support and SES. Self-reported cross-sectional survey and register data from 8,574 10th graders in Norway was employed. Although we found group differences in achievements, and direct associations with social support and SES, we found no group differences in these associations. Controlling for SES and other sources of social support, teachers' support remained a significant positive influence on students' school outcomes. 相似文献