全文获取类型
收费全文 | 1087篇 |
免费 | 8篇 |
国内免费 | 1篇 |
专业分类
教育 | 839篇 |
科学研究 | 64篇 |
各国文化 | 11篇 |
体育 | 64篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 110篇 |
出版年
2019年 | 13篇 |
2018年 | 19篇 |
2017年 | 23篇 |
2016年 | 26篇 |
2015年 | 12篇 |
2014年 | 23篇 |
2013年 | 250篇 |
2012年 | 25篇 |
2011年 | 25篇 |
2010年 | 27篇 |
2009年 | 20篇 |
2008年 | 26篇 |
2007年 | 31篇 |
2006年 | 14篇 |
2005年 | 13篇 |
2004年 | 14篇 |
2003年 | 16篇 |
2002年 | 20篇 |
2001年 | 20篇 |
2000年 | 14篇 |
1999年 | 13篇 |
1998年 | 12篇 |
1997年 | 13篇 |
1996年 | 21篇 |
1995年 | 14篇 |
1994年 | 18篇 |
1993年 | 25篇 |
1992年 | 15篇 |
1991年 | 20篇 |
1990年 | 12篇 |
1989年 | 21篇 |
1988年 | 12篇 |
1987年 | 14篇 |
1985年 | 11篇 |
1984年 | 13篇 |
1983年 | 15篇 |
1982年 | 17篇 |
1981年 | 9篇 |
1980年 | 13篇 |
1979年 | 14篇 |
1978年 | 14篇 |
1977年 | 13篇 |
1976年 | 11篇 |
1974年 | 11篇 |
1973年 | 14篇 |
1972年 | 10篇 |
1971年 | 10篇 |
1970年 | 9篇 |
1968年 | 8篇 |
1967年 | 10篇 |
排序方式: 共有1096条查询结果,搜索用时 15 毫秒
151.
Meera Komarraju Steven J. Karau Ronald R. Schmeck 《Learning and individual differences》2009,19(1):47-52
College students (308 undergraduates) completed the Five Factor Inventory and the Academic Motivations Scale, and reported their college grade point average (GPA). A correlation analysis revealed an interesting pattern of significant relationships. Further, regression analyses indicated that conscientiousness and openness explained 17% of the variance in intrinsic motivation; conscientiousness and extraversion explained 13% of the variance in extrinsic motivation; and conscientiousness and agreeableness explained 11% of the variance in amotivation. Further, four personality traits (conscientiousness, openness, neuroticism, and agreeableness) explained 14% of the variance in GPA; and intrinsic motivation to accomplish things explained 5% of the variance in GPA. Finally, conscientiousness emerged as a partial mediator of the relationship between intrinsic motivation to accomplish and GPA. These results are interpreted within the context of what educators could do to encourage and nurture student motivation and achievement. 相似文献
152.
153.
The Brisbane Media Map is both an online resource and a tertiary-level authentic learning project. The Brisbane Media Map
is an online database which provides a detailed overview of about 600 media industry organizations in Brisbane, Australia.
In addition to providing contact details and synopses for each organization’s profile, the Brisbane Media Map also includes
supplementary information on current issues, trends, and individuals in the media and communication industry sectors. This
resource is produced and updated annually by final-year undergraduate Media and Communication students. This article introduces
the Brisbane Media Map, its functionality and systems design approach, as well as its alignment with key learning infrastructures.
It examines authentic learning as the pedagogical framework underpinning the ongoing development work of the resource and
highlights some synergies of this framework with participatory design principles. The Brisbane Media Map is a useful example
of an authentic learning approach that successfully engages students of non-traditional and non-design areas of study in human–computer
interaction, usability, and participatory design activities. 相似文献
154.
Competence and competence frameworks in career guidance: complex and contested concepts 总被引:1,自引:1,他引:0
This paper considers some of the debates surrounding the term competence and the relevance that these have for the development of competence frameworks. Such frameworks are increasingly on the agenda, since they purport to support training programme development, to identify competence gaps, to promote self-development, and to ensure common standards. This paper shows, however, that notions of competence have specific meanings in particular contexts, that they have been contested, and that they have fallen into and out of favour over time. The paper concludes by teasing out the implications that competing definitions of competence have for the guidance field. 相似文献
155.
This study examines how state merit-based scholarships individually and simultaneously with prepaid tuition plans influence the interstate migration of college-bound freshmen. State freshman migration percentages
were examined over a 10-year period. Results of an interrupted time-series model suggested that students generally respond
to merit-based tuition aid in accordance with our initial prediction based on factors influencing student choice in attending
postsecondary institutions. More specifically, many students choose to attend an in-state college in order to be eligible
for state merit-based scholarships. Moreover, for home states that adopted both merit-based scholarships and prepaid tuition
contracts, student out-migration was further reduced over time.
相似文献
Ronald H. HeckEmail: |
156.
Vivian Miu-Chi Lun Ronald Fischer Colleen Ward 《Learning and individual differences》2010,20(6):604-616
Critical thinking is deemed as an ideal in academic settings, but cultural differences in critical thinking performance between Asian and Western students have been reported in the international education literature. We examined explanations for the observed differences in critical thinking between Asian and New Zealand (NZ) European students, and tested hypotheses derived from research in international education and cultural psychology. The results showed that NZ European students performed better on two objective measures of critical thinking skills than Asian students. English proficiency, but not dialectical thinking style, could at least partially if not fully explain these differences. This finding holds with both self-report (Study 1) and objectively measured (Study 2a) English proficiency. The results also indicated that Asian students tended to rely more on dialectical thinking to solve critical thinking problems than their Western counterparts. In a follow-up data analysis, students' critical thinking was found to predict their academic performance after controlling for the effects of English proficiency and general intellectual ability, but the relationship does not vary as a function of students' cultural backgrounds or cultural adoption (Study 2b). Altogether, these findings contribute to our understanding of the influence of culture on critical thinking in international education. 相似文献
157.
To improve our understanding of the factors that influence persistence rates in STEM field majors, the Alfred P. Sloan Foundation provided a grant to the Cornell Higher Education Research Institute in 2007 to study the question. The five papers in the symposium represent the output of the project. This introduction explains the motivation for undertaking the study, describes the questions the researchers asked and the data bases they used in their studies, summarizes their findings, and suggests directions for future research. 相似文献
158.
This study uses panel data to examine the relationship between faculty employment and external R&D expenditures at Research and Doctoral institutions over a 15-year period of time. On average, a 1% increase in the number of full-time faculty is associated with about 0.2% increase in total R&D expenditure. Further, a one percentage point increase in the share of full-time faculty members that are not on tenure-track lines is associated with a decrease in total external R&D expenditure by about 0.6%, suggesting that full-time faculty that are tenured or on tenure-tracks are the main category of faculty that generate external R&D funding. Further, our results suggest that an increasing usage of part-time faculty, holding constant the institution's full-time faculty size, boosts an institution's external R&D expenditures. On average, a one percentage point increase in the share of part-time faculty members is associated with a 0.44% increase in the total external R&D expenditures. Increases in graduate student enrollments are associated with increases in external R&D expenditures. Finally, an institution's external R&D expenditures are significantly influenced by both the amount of its own institutionally financed research expenditures and the level of federal funding for research. 相似文献
159.
Daniel R. Jones-White Peter M. Radcliffe Ronald L. Huesman John P. Kellogg 《Research in higher education》2010,51(2):154-174
Current definitions of retention and graduation rates distort the picture of student success by limiting it to completion
of a degree at the institution of entry. By incorporating data from the National Student Clearinghouse (NSC), a clearer picture
emerges. The NSC data captures retention and graduation at both entry and transfer institutions. To accommodate this polychotomous
definition of success, more sophisticated methods of modeling limited dependent variables are needed. Though multinomial logit
is often considered the most accessible method, the strict assumptions it imposes may be inappropriate. We therefore compare
multinomial regression techniques to assess their utility in modeling multi-institutional student success. 相似文献
160.
Kathy Cabe Trundle Ronald K. Atwood John E. Christopher Mesut Sackes 《Research in Science Education》2010,40(3):451-478
This study investigated the effect of non-traditional guided inquiry instruction on middle school students’ conceptual understandings
of lunar concepts. Multiple data sources were used to describe participants’ conceptions of lunar phases and their cause,
including drawings, interviews, and a lunar shapes card sort. The data were analyzed via a constant comparative method to
produce profiles of each participant’s conceptual understandings and nonparametric tests also were used. Results revealed
very positive performance for observable moon phases and patterns of change, as well as the cause of moon phases. Results
indicated that significantly more participants shifted from drawing nonscientific shapes on the pretest to drawing scientific
shapes on the post-test. Results for the drawings of moon phase sequences were similar in that significantly more participants
shifted from drawing alternative waxing and waning sequences on the pretest to drawing scientific sequences on the post-test.
Also, significantly more participants shifted from alternative understanding of the cause of the moon phases on the pretest
to scientific understanding on the post-test. Implications of these findings and recommendations for further research are
provided. 相似文献