全文获取类型
收费全文 | 787篇 |
免费 | 9篇 |
国内免费 | 1篇 |
专业分类
教育 | 572篇 |
科学研究 | 47篇 |
各国文化 | 7篇 |
体育 | 96篇 |
文化理论 | 3篇 |
信息传播 | 72篇 |
出版年
2021年 | 4篇 |
2020年 | 11篇 |
2019年 | 22篇 |
2018年 | 30篇 |
2017年 | 27篇 |
2016年 | 26篇 |
2015年 | 18篇 |
2014年 | 21篇 |
2013年 | 165篇 |
2012年 | 20篇 |
2011年 | 26篇 |
2010年 | 18篇 |
2009年 | 12篇 |
2008年 | 22篇 |
2007年 | 18篇 |
2006年 | 18篇 |
2005年 | 13篇 |
2004年 | 12篇 |
2003年 | 12篇 |
2002年 | 8篇 |
2001年 | 7篇 |
2000年 | 10篇 |
1999年 | 15篇 |
1998年 | 8篇 |
1997年 | 9篇 |
1996年 | 11篇 |
1995年 | 13篇 |
1994年 | 9篇 |
1993年 | 7篇 |
1992年 | 15篇 |
1991年 | 17篇 |
1990年 | 13篇 |
1989年 | 12篇 |
1988年 | 12篇 |
1987年 | 7篇 |
1985年 | 11篇 |
1984年 | 7篇 |
1983年 | 7篇 |
1982年 | 6篇 |
1981年 | 7篇 |
1980年 | 6篇 |
1979年 | 8篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 7篇 |
1973年 | 6篇 |
1972年 | 6篇 |
1971年 | 6篇 |
1921年 | 3篇 |
1828年 | 3篇 |
排序方式: 共有797条查询结果,搜索用时 15 毫秒
201.
Todd Milford Shelley P. Ross John O. Anderson 《International Journal of Science and Mathematics Education》2010,8(3):453-473
The Programme for International Student Assessment (PISA) has been developed by the Organisation for Economic Co-operation
and Development to provide participating nations with internationally comparative mean literacy scores in reading, mathematics,
and science for students nearing the end of compulsory schooling. The number of nations from the Americas that are participating
in PISA has been increasing over the past 4 administrations. This 2-part paper (a) outlines the reaction to PISA within the
media of both North and South America and (b) presents an Americas-specific example of the ways in which the PISA dataset
can be used for more exploratory analysis through the lens of policy and curriculum suggestions, rather than just league table
comparisons. We used multilevel modeling of scientific literacy predicted on a number of school-level background variables.
Results point to the importance of socioeconomic background of the student as well as the school in predicting scientific
literacy across all nations in the study; however, other school-level significant predictors were more nation-specific. Interpretations
of these models as well as next steps are discussed. 相似文献
202.
Sixty-four sibling dyads (4-12 years old; 61% males; 83% European-American) were asked to resolve an ongoing conflict. Older siblings provided leadership by suggesting, modifying, justifying, and requesting assent to plans for conflict resolution. Younger siblings countered and disagreed, but also contributed to planning and agreed to their siblings' plans. Compromises were associated with first offers that met both children's goals, future-oriented planning, and limited opposition. Win-loss outcomes followed offers favoring only one child and arguments over older siblings' plans. Conflicts were unresolved when negotiations included frequent accusations and opposition, but little planning. Thus mutually beneficial conflict resolution required that children shift focus from debating past wrongs to developing plans to meet their unrealized goals in future interaction. 相似文献
203.
The purpose of this study was twofold: (a) to examine the stressors experienced by injured athletes during three phases of their recovery from sport injury, and (b) to explore the differences in the stressors experienced by team as compared to individual-sport athletes. Participants comprised previously injured high-level rugby union players (n = 5) and golfers (n = 5). Semi-structured interviews were used to explore the stressors participants experienced during three phases of injury (onset, rehabilitation and return to competitive sport). Within- and cross-case analyses showed that athletes experienced sport, medical/physical, social and financial stressors. There were a number of differences in the stressors experienced across the three phases and between team and individual-sport athletes. Findings have important implications for the design and implementation of interventions aimed at managing the potentially stressful sport injury experience and facilitating injured athletes' return to competitive sport. 相似文献
204.
May I be excused? Why teachers leave the profession 总被引:1,自引:0,他引:1
John Buchanan 《Asia Pacific Journal of Education》2010,30(2):199-211
Considerable research has been conducted into teacher retention. Less is known of ex-teachers' circumstances: salary, workload, working conditions, “job prestige”. For this study, telephone interviews were used to ask 21 ex-teachers about their journey from teaching, and views on their current working conditions by comparison. This paper focuses on the events surrounding these people's decisions to leave the profession; these ex-teachers are in a privileged position to comment on teaching by comparison with their subsequent work. Few regret their decision to leave the profession. The findings have implications for teacher recruitment, education, provision of working conditions, and for the promotion of teaching. 相似文献
205.
206.
Teacher judgments about students' academic abilities are important for several reasons, including their day‐to‐day instructional decision making. Not surprisingly, previous studies have investigated the accuracy of teachers' judgments about their students' reading abilities. Previous research, however, has not investigated teachers' judgments about students' early literacy skills, nor has previous research systematically examined how teachers' training and use of an objective assessment instrument impact their judgments of students' performance on that instrument. This exploratory study offers the first investigation of teachers' judgment accuracy of pre‐kindergarten students' early literacy skills, and compares the judgment accuracy of teachers with and without opportunities to administer the Early Literacy Skills Assessment (ELSA). Findings suggest that teachers with opportunities to administer the ELSA had a significantly higher percentage of accurate judgments across half of the ELSA subtests, but their judgment accuracy was still no better than 50%–60% on all but one ELSA subtest. Implications for school psychologist practitioners and researchers are presented. © 2010 Wiley Periodicals, Inc. 相似文献
207.
The purpose of this study was to identify instructional strategies used by teachers to support technology integration. In addition, relations between types of computer applications and teachers' classroom practices were examined. Data were direct observation results from 143 integration lessons implemented in schools receiving federal technology grants. Results reflect use of student-centered practices such as teacher as a facilitator, project-based learning, and independent inquiry. Furthermore, this study revealed that classroom practices tend to be more student-centered when students use the computer as a learning tool such as the Internet, word processing, and presentation software. Conversely, drill and practice software showed a dissimilar pattern. 相似文献
208.
Educators’ attitudes towards distance education are known to be influenced by many factors. This study incorporated survey data that measured business educators’ attitudes toward distance education at both the baccalaureate and masters levels of instruction. Two simultaneous equations models were developed that described the relationship between the respondents’ attitudes and other factors relevant to their receptivity and support of distance education. Key influential factors were found to be the experience of the respondent and their perception of difficulties with and appropriateness of distance education. Key differences between the models were based on the teaching role and age of the respondent. 相似文献
209.
210.