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491.
Gender,student perceptions,institutional commitments and academic dishonesty: who reports in academic dishonesty cases? 总被引:1,自引:0,他引:1
Christopher A. Simon Jim R. Carr Sesi M. Mccullough Sally J. Morgan Ted Oleson Maggie Ressel 《Assessment & Evaluation in Higher Education》2004,29(1):75-90
The academic dishonesty literature generally focuses on the causes of academic dishonesty, and outlines deterrence strategies, as well as the punishment methods used in formal sanction. Student self-monitoring techniques are becoming a more visible alternative that places greater emphasis on proactive prevention methods as opposed to reactive punishment policies. Increasing the formal level of student responsibility in deterring academic dishonesty assumes that students will actively monitor the behavior of their classmates. Our findings indicate that student perceptions of campus climate and gender differences are important factors when explaining student reporting of suspected academic dishonesty and may illustrate important prerequisite conditions that must exist prior to the establish of a successful student self-monitoring programme. 相似文献
492.
Teachers Speak Out on Assessment Practices 总被引:1,自引:0,他引:1
Shannan McNair Ambika Bhargava Leah Adams Sally Edgerton Bess Kypros 《Early Childhood Education Journal》2003,31(1):23-31
A 1997 statewide survey of Michigan teachers, administrators, and parents about assessment practices revealed that all 3 groups held similar views about what constitutes appropriate assessment in the early years, and they put little faith in test scores. This study reports on follow-up interviews aimed at determining the types, frequency, and utility of assessment techniques used by classroom teachers. Specifically, this study focused on the types of assessment techniques used by a sample of elementary teachers, including how often they use paper-and-pencil tests, how often they write observation notes and what they do with the notes, whether they use children's portfolios as assessment, and whether their teaching is influenced by mandated tests. Study findings revealed that paper and pencil tests were regularly used by teachers in grades 3 and 4 (92%), and rarely or occasionally used by the teachers below that level (16% rarely and 20% occasionally). Seventy-three percent of the early level teachers and 76% of the teachers in grade 3 and 4 used observation for summative rather than formative analysis. Teachers in both groups used checklists frequently, primarily for summative purposes. Portfolios, like other assessment tools, are used primarily for summative rather than formative purposes. 相似文献
493.
The Long-Term Follow-up of Severely Malnourished Children Who Participated in an Intervention Program 总被引:3,自引:0,他引:3
Sally Grantham-McGregor Christine Powell Susan Walker Susan Chang Patricia Fletcher 《Child development》1994,65(2):428-439
18 severely malnourished children (IM) who participated in a 3-year home-visiting program were compared with 2 other comparison groups comprising 17 severely malnourished (NIM) and 19 adequately nourished children (controls). On enrollment, all the groups were in the same hospital, and both malnourished groups had lower developmental levels than the controls. The IM group received intervention for 3 years after hospitalization, consisting of weekly or 2 weekly home visits with toy demonstrations. At 7, 8, 9, and 14 years after leaving the hospital, the 3 groups were compared on tests of school achievement and IQ. The NIM group showed no sign of reducing their deficits, and at the 14-year follow-up they had markedly lower scores on the WISC verbal and performance scales, the Wide Range Achievement Test (WRAT), and the Peabody Picture Vocabulary Test (PPVT), than the controls. Throughout the follow-up the IM group's scores were intermediate between the NIM and the controls in every test. At the 14-year follow-up, their scores were significantly higher than those of the NIM group in the WISC verbal scale, and the difference approached significance in the WRAT. We conclude that psychosocial intervention should be an integral part of treatment for severely malnourished children. 相似文献
494.
Educators of young children can enhance the development of a problem-solving thought process through daily activities in their
classrooms. An emphasis should be placed on the actual thought process needed to solve problems that occur in everyday living.
Educators can follow simple suggestions to create problem-solving situations for all ages of children. The process of thinking
through a problem and finding a solution is more important than traditional mathematics counting and memorizing useless facts.
Even very young children are capable of a problem-solving process that is on the appropriate developmental level. The problem-solving
process is constructivist in nature, as each individual perceives problems according to her or his background and developmental
levels. Educators need to make a conscious effort to capitalize on all stages of problem-solving thinking to enhance future
mathematical development. 相似文献
495.
Ben Hayes Sally Richardson Sarah Hindle Katy Grayson 《Educational Psychology in Practice》2011,27(3):255-269
This paper reports an action research project in a school in the UK designed to investigate the impact of a brief Video Interaction Guidance (VIG) intervention in promoting skills of non-teaching staff in positive behaviour management. A summary of the literature in relation to VIG is provided before describing the project and data collected. Ten teaching assistants (TAs) from a secondary school took part in an intervention using VIG. The impact on TA skills and confidence was assessed using participant ratings of the specific target outcomes of the intervention using the Target Monitoring and Evaluation (TME) system. Participants’ experiences of the intervention were explored during a focus group discussion after the intervention had taken place. TME data suggested a positive impact on TA skills and confidence to support individual pupils, while thematic analysis of focus group data showed a number of themes relevant to the application of VIG in this context, including promotion of effective staff development. 相似文献
496.
Conceptualising the role of information and communication technologies in the design of higher education teaching models used in the UK
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Sally Caird Andy Lane 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):58-70
Despite the widespread availability of information and communication technologies (ICTs) and some research into specific pedagogical practices using them, there has been little research on the role of these technologies in shaping broader pedagogical approaches in higher education (HE). Increased experimentation in using ICTs raises questions about their pedagogical role in teaching, learning and assessment provision, and in creating innovative pedagogies. An accepted approach is needed to compare the different ways ICTs and rich media are used in HE teaching models. Within the SusTEACH HE sustainability research project this was needed to support the carbon‐based environmental assessment of HE courses using ICTs. Building on a review of learning design theories and models, and ICTs used for pedagogical purposes, this paper considers several approaches to conceptualising the role of ICTs in HE courses, leading to the development of the Teaching Models Rating Tool designed to examine the role of ICTs in course provision. This tool characterises courses as using Face‐to‐Face Teaching Models, Distance Teaching Models, ICT‐Enhanced Blended Teaching Models or Online Teaching Models. Whilst this tool was designed to support research on sustainable HE teaching models in the UK, it has wider applications to support comparative assessments of pedagogical and economic impacts. Further developments will be informed by the complex and evolving role of ICTs in HE teaching models. 相似文献
497.
Camino, a patron-initiated borrowing system, operates within the SCELC consortium made up of private academic libraries in California. OCLC's WorldCat Navigator Request Engine is the backbone of this service, because it works with all ILS systems and integrates with discovery layers and interlibrary loan. Camino is administrated by a user group which sets policies and procedures and guides implementation for new members. 相似文献
498.
Sally Mertens 《School Leadership & Management》2013,33(2):155-170
This article examines the decision‐making processes which accompanied the establishment of one City Technology College. It looks at both the political and educational influences and suggests that the appointment of a project director with wide‐ranging powers was crucial to the success of the initiative. 相似文献
499.
500.
Priscilla F. Heard Sally A. Divall Sandra D. Johnson 《International Journal of Science Education》2013,35(11):1133-1146
The primary objective of the research was to establish whether the use of the newly developed audiopilot (a personalized auditory commentary system) facilitates both hands-on exploration and the understanding of scientific principles in a science centre. Twenty-four ten year-old children used the AudioPilot while they interacted with a set of pendulum experiments. A control group of 28 children from the same classes experienced the same experiments but without the Audio-Pilot. Videos were made of all the children and their behaviours were later coded. They completed a questionnaire about pendulums before and after going to the science centre. A gender effect emerged. The audio-pilot greatly facilitated the girls' hands-on activity and improved their questionnaire scores, which was highly statistically significant. This suggests that auditory commentaries are a good way of communicating difficult scientific concepts, especially to girls. Further research is needed to confirm whether this finding can be generalized over different schools. 相似文献