全文获取类型
收费全文 | 641篇 |
免费 | 19篇 |
专业分类
教育 | 526篇 |
科学研究 | 35篇 |
各国文化 | 9篇 |
体育 | 25篇 |
文化理论 | 6篇 |
信息传播 | 59篇 |
出版年
2022年 | 5篇 |
2021年 | 15篇 |
2020年 | 10篇 |
2019年 | 19篇 |
2018年 | 31篇 |
2017年 | 26篇 |
2016年 | 20篇 |
2015年 | 20篇 |
2014年 | 19篇 |
2013年 | 151篇 |
2012年 | 12篇 |
2011年 | 14篇 |
2010年 | 15篇 |
2009年 | 16篇 |
2008年 | 20篇 |
2007年 | 11篇 |
2006年 | 11篇 |
2005年 | 13篇 |
2004年 | 15篇 |
2003年 | 13篇 |
2002年 | 10篇 |
2001年 | 9篇 |
2000年 | 18篇 |
1999年 | 6篇 |
1998年 | 8篇 |
1997年 | 4篇 |
1996年 | 6篇 |
1995年 | 6篇 |
1994年 | 6篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1989年 | 8篇 |
1988年 | 8篇 |
1987年 | 5篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1982年 | 3篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1976年 | 5篇 |
1975年 | 6篇 |
1974年 | 4篇 |
1972年 | 3篇 |
1970年 | 3篇 |
1969年 | 4篇 |
1966年 | 4篇 |
1943年 | 2篇 |
排序方式: 共有660条查询结果,搜索用时 15 毫秒
51.
Janet Spybrook Sharryn Larsen Walker 《Journal of Early Childhood Teacher Education》2013,34(4):382-391
Preservice teachers enrolled in an early literacy or developmental preschool course collaborated in order to create inclusive, literacy-embedded play centers at a local children's museum. Using a grounded theory approach, theoretical questions were generated after analyzing multiple data sources. The focus of this paper is how preservice teachers connected theory to practice in an authentic setting. The importance of connecting theory to practice, the place of play in assessment, and the viability of children's museums as alternative field placements are discussed. Implications for preservice teacher education are presented. 相似文献
52.
John V. Kucsera Rochelle Roberts Stephen Walls Josh Walker Marilla Svinicki 《Teachers and Teaching》2013,19(5):597-610
Goal orientation theory has been widely investigated and found to affect many motivation and behavior variables in relation to student learning and work performance. However, unlike the motivational construct of self-efficacy, researchers have yet to investigate whether this theory can be applied to the field of teaching and contribute to the explanation for trends in instructional behavior and motives. The purpose of the present study was to develop an instrument to begin the exploration of teachers’ goal orientation towards teaching. From a three-phase research design consisting of scale development, score validation, and convergent/discriminant validation, results provided support for the development of, and validity of scores on, a Goal Orientation towards Teaching (GOTT) Scale. Although further validation is needed, future researchers and practitioners can use the GOTT scale to investigate how teachers’ goal orientation towards teaching can impact student learning, teaching effectiveness, pedagogical learning, and even professional morale. 相似文献
53.
54.
55.
Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-enrollment Courses? 总被引:1,自引:0,他引:1
Sehoya H. Cotner Bruce A. Fall Susan M. Wick J. D. Walker Paul M. Baepler 《Journal of Science Education and Technology》2008,17(5):437-443
Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student
engagement and interaction and help students prepare for exams by indicating the type and level of questions they will encounter.
We used the IF-AT throughout the semester in three sections of a lower-division biology class; in two, students worked on
IF-AT questions in small permanent groups, and in one, students alternated between IF-AT and clickers each week. At the end
of the semester, students answered surveys about instant feedback techniques. Students appreciated prompt feedback on their
understanding of course material, enjoyed the group interaction and opportunities to learn from each other, and continued
to have positive perceptions of instant feedback activities and to take them seriously throughout the semester. While appreciating
the versatility of clicker questions, we find that the ease of use, low cost, effectiveness, and improved classroom climate
of the IF-AT method are particularly commendable. 相似文献
56.
Journal of Science Education and Technology - Synthetic biology is a field that leverages design, biology, engineering, and computation to genetically engineer organisms to make usable products... 相似文献
57.
Specific reading disability in historically famous persons 总被引:1,自引:0,他引:1
58.
Carmen Martinez-Vargas Melanie Walker Faith Mkwananzi 《Educational Action Research》2020,28(3):427-442
ABSTRACT There is a gap in research on access to universities in South Africa. The research that exists focuses on quantitative methodologies, although some qualitative studies are now emerging. These research methodologies, although necessary and substantial for the development of equity measures and policies, might be less successful in their impact on the local context, on research participants and in expanding what counts as knowledge in the university. In this paper, participatory research, which has not been used to research access, is explored. The paper seeks to go beyond the instrumentalization of research participants – especially those from low-income households – highlighting the potential of using multi-strategy research, in which participatory elements are included as a way to foster both participants’ human development and local impact. Drawing on a research project on access to higher education in South Africa, the paper demonstrates that by including participatory elements (in this case photovoice) has the potential to operationalize Appadurai’s notion of the ‘right to research’ among undergraduates. Using data, including processes, observations, workshops, interviews, and visual narratives from a participatory photovoice project, the findings highlight how methodological plurality creates space for locally and relevant knowledge production, challenging epistemic barriers and fostering human development among the research participants. 相似文献
59.
60.
Often, the evidence we observe is consistent with more than one explanation. How do learners discriminate among candidate causes? The current studies examine whether counterfactuals help 5-year olds (N = 120) select between competing hypotheses and compares the effectiveness of these prompts to a related scaffold. In Experiment 1, counterfactuals support evidence evaluation, leading children to privilege and extend the cause that accounted for more data. In Experiment 2, the hypothesis that accounted for the most evidence was pitted against children’s prior beliefs. Children who considered alternative outcomes privileged the hypothesis that accounted for more observations, whereas those who explained relied on prior beliefs. Findings demonstrate that counterfactuals recruit attention to disambiguating evidence and outperform explanation when data contrast with existing beliefs. 相似文献