全文获取类型
收费全文 | 686篇 |
免费 | 36篇 |
专业分类
教育 | 559篇 |
科学研究 | 23篇 |
各国文化 | 36篇 |
体育 | 25篇 |
文化理论 | 4篇 |
信息传播 | 75篇 |
出版年
2022年 | 7篇 |
2021年 | 8篇 |
2020年 | 19篇 |
2019年 | 21篇 |
2018年 | 37篇 |
2017年 | 31篇 |
2016年 | 39篇 |
2015年 | 28篇 |
2014年 | 27篇 |
2013年 | 152篇 |
2012年 | 20篇 |
2011年 | 19篇 |
2010年 | 15篇 |
2009年 | 19篇 |
2008年 | 16篇 |
2007年 | 14篇 |
2006年 | 10篇 |
2005年 | 13篇 |
2004年 | 9篇 |
2003年 | 18篇 |
2002年 | 12篇 |
2001年 | 10篇 |
2000年 | 18篇 |
1999年 | 7篇 |
1998年 | 5篇 |
1997年 | 12篇 |
1996年 | 11篇 |
1995年 | 8篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1991年 | 9篇 |
1990年 | 9篇 |
1989年 | 9篇 |
1988年 | 4篇 |
1987年 | 8篇 |
1986年 | 5篇 |
1985年 | 5篇 |
1984年 | 7篇 |
1983年 | 4篇 |
1982年 | 5篇 |
1981年 | 2篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1928年 | 2篇 |
1926年 | 3篇 |
1859年 | 2篇 |
排序方式: 共有722条查询结果,搜索用时 15 毫秒
671.
672.
Shelley Costa Thomas B. Hughes Professor Trevor Pinch 《Research in Science Education》1998,28(1):9-21
In this paper, we support the validity of drawing from science studies to reshape science education. While true educational
reform must involve alternative curricular structures, we stress that we do not propose here either a comprehensive curricular
framework or a report on a pilot classroom project, as our research perspective comes from science studies rather than from
education. Instead this paper is intended to encourage educators to draw from methodologies used in science studies to further
their goals in education research and in classroom teaching. First, we examine theoretical connections and divergences between
science studies and theories of education. Secondly, we discuss the benefits of teaching science as a social process and offer
some suggestions that can be introduced by classroom teachers into pre-existing science curricula. 相似文献
673.
To facilitate career change among adults, Central Michigan University has developed innovative means of helping learners develop the prerequisite skills needed for advanced course work in management. These efforts include the preparation of a reader containing basic theories and seminal writings, diagnostic instruments and self-study guides in quantitative areas, and non-credit workshops in statistics and accounting. The problem of assuring adequate preparation has not been wholly resolved, although each of these approaches has proven useful in assisting adults to make educational and vocational transitions. 相似文献
674.
675.
676.
677.
678.
Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education
下载免费PDF全文
![点击此处可从《科学教学研究杂志》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Rebecca E. Gibbons Sachel M. Villafañe Marilyne Stains Kristen L. Murphy Jeffrey R. Raker 《科学教学研究杂志》2018,55(8):1111-1133
While research on and development of evidence‐based instructional practices (EBIPs) in STEM education has flourished, implementation of these practices classrooms has not been as prolific. Using the teacher‐centered systemic reform model as a framework, we explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. Postsecondary chemistry faculty present a unique population for the study because of their role in teaching prerequisite courses, such as general and organic chemistry, which are key to many science major fields. A measure of teacher beliefs and self‐efficacy was administered to a national survey of postsecondary chemistry faculty members. Instructional practices used in a chemistry course were also collected via self‐report. While instructional practices were not directly observed, a cluster analysis of our data mirrors patterns of instructional practices found in observation‐based studies of chemistry faculty. Significant differences are found on teacher thinking and self‐efficacy measures based on enacted instructional practices. Results support the hypothesized connection between beliefs and instructional practice on a larger scale than in previous studies of this relationship, bolstering the evidence for the importance of this relationship over previously criticized results. These results present a call for reform efforts on fostering change from its core, that is, the beliefs of those who ultimately adopt EBIPs. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform. 相似文献
679.
Cynthia M. Zettler-Greeley Laura L. Bailet Suzanne Murphy Teri DeLucca Lee Branum-Martin 《Early education and development》2018,29(6):873-892
Research Findings: This study reports outcomes from a randomized, controlled trial of an emergent literacy intervention for prekindergarten children at-risk for reading failure. Children (N = 2219) in 114 preschools and childcare centers were screened for eligibility in fall. Children who scored at-risk (n = 476) were randomized to fall or spring treatment and received nine weeks of explicit, multisensory, emergent literacy instruction in small groups provided by early literacy interventionists. Trained observers noted high implementation fidelity. Pre-reading skills were assessed before and after intervention for both treatment groups. The spring intervention group served as at-risk controls for children who completed fall intervention. Three-level, linear growth models (time-student-school) were used to estimate treatment effects, found for print awareness, elision, rhyming, and the screener (print and letter knowledge, phonological awareness), replicating previous findings for the screener, rhyming, and print knowledge, and extending them to elision. Significantly accelerated growth in print knowledge, elision, rhyming, and the screener was observed during intervention. Practice or Policy: Results demonstrate benefits of high-quality emergent literacy instruction for children at risk. Growth in skills for both fall and spring treatment groups following this 18-lesson program supports some implementation flexibility among interventionists with delivery constraints during the year. 相似文献
680.
Shelley H. Billig Lorraine Sherry Bruce Havelock 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(6):987-1003
In this article, we offer a research‐based theoretical framework for sustainability, describing the proven qualities of a project and the innovations that support its sustained existence over time. We then describe how a US Department of Education Technology Innovation Challenge grantee, working to promote technology integration in a socio‐economically disadvantaged region of the state of Texas, succeeded in creating a sustainable set of activities around its work to support educators’ uses of technology. We examine the factors that served to nurture and facilitate sustainability of the practices associated with technology integration to promote student achievement. We take the fact that it is not the project but rather the change in practice that is important. 相似文献