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991.
Scott Eacott 《Journal of educational administration and history》2017,49(3):196-214
ABSTRACTAs a field of knowledge production, educational administration and leadership scholars do a substantial amount of talking past one another. These parallel monologues are a major issue for the advancement of knowledge. Original contributions can only be made in relation to others. That is, the innovation or significance of scholarship is an act of (social) scientific distinction. This means purposely engaging with the other. In this paper, I argue that the knowledge frontiers of educational administration and leadership are highly fragmented and siloed. I do not, however, see diversity of scholarship as a fatal flaw nor do I argue for a form of knowledge centrism. Rather, my intervention is to propose a social epistemology for moving knowledge claims. 相似文献
992.
The expected decline in the number of high school graduates in the United States through the rest of this decade will almost certainly lead to closure of some higher education institutions. An important part of the analysis of the expected effects of institutional closure is estimation of redistribution of students attending the closed school. This paper shows how coefficient estimates from models of enrollment demand can be used to predict the alternative attendance choices of students enrolled at the closed school. The results indicate that predictions differ depending on the estimation method used and that the predictions using some methods are sensitive to subjective assumptions. 相似文献
993.
We report a case study of an acquired dyslexic subject, who on tasks standardly used to assess acquired dyslexia showed no evidence of having any access to sublexical phonological information. However, on a lexical decision task, he showed normal effects of spelling regularity for low-frequency words. Since this effect is typically attributed to the use of sublexical phonological information in word recognition, it appears that sublexical phonological processing is occurring for this subject. The spelling regularity effect is discussed with respect to models of written word recognition and to acquired dyslexia. It is suggested that the reason for the discrepancy in test results may be that the types of explicit tasks previously used in the neuropsychological literature on dyslexia, which require conscious awareness of phonological representations, are not sensitive to implicit processing. 相似文献
994.
Raymond Goulder Graham W. Scott Lisa J. Scott 《International Journal of Science Education》2013,35(8):1385-1406
It is widely held among biology teachers that fieldwork is valuable, but little is heard about students' perception of fieldwork or about the reasons for their liking or disliking fieldwork. This paper uses data from students to explore the hypotheses (1) that biology students with a positive perception of fieldwork have a less positive perception of laboratory work and vice versa and (2) that perception of fieldwork is related to demographic/personal factors and/or to pre-university perceptions and experience of fieldwork. Numeric indices of appreciation of biology field and laboratory work (I field and I lab) were determined using questionnaire information from 54 students. I field and I lab were positively correlated and there was no evidence of polarization of views; the problem that some students have a poor perception of both needs to be addressed. Mature students had a more positive view of fieldwork than 18–20-year-olds. However, regression analysis of I field against principal components suggested that demographic/personal factors had relatively little overall influence (< 20%) on appreciation of fieldwork. Perception of fieldwork at university was related to the rank given to fieldwork when choosing a university course. However, students who had participated in pre-university fieldwork did not have a more positive perception of university fieldwork; although students who recalled a worst memory of pre-university fieldwork had a less positive perception of fieldwork at university. The seeming mixed relevance of pre-university fieldwork suggests that the relationship between perception of fieldwork undertaken at university and quality of pre-university fieldwork is an area for future research. 相似文献
995.
In resurgence, an extinguished instrumental behavior (R1) recovers when a behavior that has replaced it (R2) is also extinguished. The phenomenon may be relevant to understanding relapse that can occur after the termination of “contingency management” treatments, in which an unwanted behavior (e.g., substance abuse) is reduced by reinforcing an alternative behavior. When reinforcement is discontinued, the unwanted behavior might resurge. However, unlike most resurgence experiments, contingency management treatments also introduce a negative contingency, in which reinforcers are not delivered unless the client has abstained from the unwanted behavior. In two experiments with rats, we therefore examined the effects of adding a negative “abstinence” contingency to the resurgence design. During response elimination, R2 was not reinforced unless R1 had not been emitted for a minimum period of time (45, 90, or 135 s). In both experiments, adding such a contingency to simple R1 extinction reduced, but did not eliminate, resurgence. In Experiment 2, we found the same effect in a yoked group that could earn reinforcers for R2 at the same points in time as the negative-contingency group, but without the requirement to abstain from R1. Thus, the negative contingency per se did not contribute to the reduction in resurgence. These results suggest that the contingency reduced resurgence by making reinforcers more difficult to earn and more widely spaced in time. This could have allowed the animal to learn that R1 was extinguished in the “context” of infrequent reinforcement—a context more like that of resurgence testing. The results are thus consistent with a contextual (renewal) account of resurgence. The method might provide a better model of relapse after termination of a contingency management treatment. 相似文献
996.
Being aware of the factors that develop a positive organisational climate is especially important in universities, where the academic members of staff are, in large measure, self-motivated. To identify the determinants of organisational climate for university academia, the validity and reliability of the first-order constructs of autonomy, cohesion and pressure were examined. These three constructs were found to have inadequate validity in this environment. The remaining five valid constructs indicated a second-order organisational climate construct organisational climate was influenced by support, followed by trust and fairness, and then by recognition and innovation. The findings of our study will assist university managers to identify areas to focus upon when developing their academic staff in the pursuit of improving the organisational climate. 相似文献
997.
Indiana University—Purdue University Indianapolis has joined campuses across the nation in identifying and assessing student learning outcomes. With its twenty schools, diverse populations, and multiple goals, how this urban institution managed to organize much of its work around six learning principles is a tale of both caution and triumph. 相似文献
998.
Sherry A. Southerland Scott Sowell Margaret Blanchard E. M. Granger 《Research in Science Education》2011,41(3):299-317
It is well established that many teachers are resistant to take up the messages of reform if these messages require them to
substantially shift their teaching practices. What accounts for this resistance? One well established explanation is that
teachers lacks the self-efficacy required to attempt something new in their teaching—they simply do not feel capable of effectively
enacting the messages. However, there are a host of studies describing teachers with high self—efficacy who remain resistant
to messages of change. The purpose of this article is to address the gap in the application of self-efficacy to understand
the change or lack of change of science teachers’ practice through the introduction of a related construct, pedagogical discontentment. This construct reflects a state of cognitive conflict that exists when an individual recognizes a mismatch between her/his
science teaching pedagogical goals and classroom practices. One potential result of this mismatch is that a teacher problematizes
her teaching practices, prompting an increased receptivity to reform messages. Building on existing literature, we present
vignettes of four hypothetical teachers who exemplify variations of pedagogical discontentment. When combined with self-efficacy,
pedagogical discontentment provides a useful lens to understand teachers’ consideration and adoption of messages of reform. 相似文献
999.
Carol Scott 《Cultural Trends》2006,15(1):45-75
The role of museums and their place within society is no longer one which we can take for granted. Eschewing the notion of funding based on ‘public good’, successive iterations of public sector reform have progressively required museums to prove that they are worthy of public support. Notions of ‘worth’ have increasingly been tied to the achievement of government policy and enforced through making attainment of key policy directions a condition of funding agreements. Current government policy aimed at ‘building social capital’ in both the Britain and Australia expects museums to prove that they ‘make a difference’ in terms of long-term social impact. However, unease over the imbalance created by what many perceive to be an overly ‘instrumental’ approach to assessing the role of museums has generated growing criticism and a parallel conversation about ‘intrinsic value’. Impact and value—the twin peaks of current discourse about the role of museums in contemporary society—are the subject of a recent study carried out in Australia, which is described here. 相似文献
1000.
Joy W. Whitenack Nancy Knipping Sue Novinger Linda Coutts Scott Standifer 《Journal of Mathematics Teacher Education》2000,3(2):101-123
This article reports findings from a five-day summer institute conducted with 27 practicing primary-grade teachers. The institute
was part of a year-long professional development project that supported teachers' thinking about children's arithmetical understanding.
From Quicktime movies that contained excerpts of six children's interviews, pairs of teachers developed mini-cases about the
children's arithmetical understanding. At the end of the institute, the teachers presented their mini-case studies to the
group. Teachers developed two types of hypotheses: hypotheses about children's thinking and hypotheses about what it means
for children to know and do mathematics. After providing examples to clarify the two types of hypotheses, we address the challenges
we faced in developing multimedia inquiry-based environments that facilitated teachers' thinking about children's arithmetical
thinking.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献