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711.
Stephanie Doyle Catherine Manathunga Gerard Prinsen Rachel Tallon Sue Cornforth 《高等教育研究与发展》2018,37(1):1-14
While the experiences of international doctoral students, especially those from Asian countries, have been well researched, fewer studies have explored the experiences of African students in Southern countries like Australia and Aotearoa/New Zealand. This article reports on doctoral writing and student and supervisor perspectives on English languages in a small study of supervisors and African students in New Zealand. It challenges deficit constructions of African students and illustrates how the growing internationalisation of higher education is adding to the complexities of doctoral writing, raising questions as to how students and supervisors recognise and navigate differences in Englishes and doctoral writing. It makes a number of recommendations about how supervisors might work effectively with African and other doctoral students. 相似文献
712.
The U.S. Department of Education measures student achievement through the National Assessment of Educational Progress (NAEP). NAEP estimates of population proficiency quantiles are based on a Bayesian multiple-imputation procedure. This article shows (a) that the resulting estimates depend directly on the mix of item difficulties on the test, and (b) the difficulty of items on the NAEP mathematics exam has increased over time. Does the increasing difficulty of the exam lead to observable changes in student performance over time? This study compared the simulated performance of 1990 examinees on the easier 1990 exam and the more difficult 1996 exam. No significant differences were found. While our results instill confidence that these changes have not impacted the NAEP trend line, our findings are both data-specific and limited in scope, and NAEP should carefully evaluate future adjustments to the test in this manner. 相似文献
713.
John Fantuzzo Stephanie Childs Virginia Hampton Marika Ginsburg-Block Kathleen Coyle Coolahan Darlena Debnam 《Early childhood research quarterly》1997,12(4):425-437
The study is a follow-up evaluation of a Collaborative Training curriculum for Head Start. The previous curriculum was enhanced by adding parent exemplars and demonstrations in trainees' classrooms. Two Head Start teachers and two parent volunteers from each of 70 classrooms were randomly assigned to either the enhanced Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training that included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training methods were compared with respect to (a) trainees' reports of satisfaction with training and collaboration, and (b) observed levels of adult-adult and adult-child classroom interactions. CT teachers and parents reported significantly greater levels of satisfaction with the training, as well as significantly greater levels of collaboration than WT participants. Teacher-teacher and parent-teacher observations indicate that CT trainees showed higher levels of positive classroom interactions than WT trainees. With respect to adultchild classroom interactions, CT teachers demonstrated significantly more praise, supportive physical contact, and positive interactions in instruction than WT teachers. CT parents showed higher levels of adult-child classroom interactions across all observed categories compared to their WT counterparts. Implications of these findings for further research were discussed. 相似文献
714.
715.
Guy Trainin Stephanie Wessels Ron Nelson Patricia Vadasy 《Early Childhood Education Journal》2017,45(5):651-658
This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the preLAS, the PALS-K screening, the Woodcock Reading Mastery assessment, and the Wide Range Achievement test. All of the literacy assessments given to the children provided the researchers with comprehensive look at their literacy knowledge base. The results of this study indicate that there were two significant paths for students’ achievement: availability of books and child initiated literacy factors that were directly related to the phonological processing efforts of students. 相似文献
716.
Kieran T. Sullivan Lucila Ramos‐Sánchez Stephanie D. McIver 《Journal of College Counseling》2007,10(2):103-116
The purpose of the current study was to identify predictors of counseling center use among Asian/Pacific Islander, Latino/Hispanic, and White college students. Findings indicated that female and 2nd‐generation students report the most severe difficulties. Problem severity and gender predicted counseling center use for White and Asian/Pacific Islander students, whereas only problem severity predicted use for Latino/Hispanic students. Generational status was not a significant predictor of use for any group. 相似文献
717.
Stephanie San Miguel Bauman Nina Wang Carrie Wester DeLeon Judith Kafentzis MariaAnita Zavala‐Lopez Mary Sue Lindsey 《Journal of College Counseling》2004,7(1):13-17
In response to a mail survey, 53 nontraditional undergraduates provided information about their reasons for reentering college, the likelihood of using services for nontraditional students, and sources of social support. Participants reported career, self‐improvement, and family issues as primary reasons for reentry. They reported they would be likely or very likely to use campus services, especially career counseling. More than 60% reported strong social support from family and friends. 相似文献
718.
Conceptualizations of childhood are powerful determinants of adults’ interactions with children, and technology and social networking systems are affecting the nature of teachers’ knowledge of childhood. We analyzed questionnaire responses from 57 elementary-level teachers from Quebec regarding children’s use of Facebook. Through discourse analyses, we found four common images of childhood (child as innocent, evil, future adult, and agent) present in the teachers’ responses; however, the context of social media brought to fore questions about adult surveillance at a time of generational pliability and teachers’ self-understanding in relation to their knowledge of children. 相似文献
719.
Indonesia has dramatically increased school enrolment at the secondary level over the past several decades, as reflected in national statistics. However, significant variation in enrolment rates remains across regions and genders. In some areas, nearly all youth complete secondary school; in others fewer than half attend. This study investigates the reasons for secondary school dropout in Banten and Aceh, two provinces of Indonesia with lower-than-average secondary school enrolment rates. We interviewed 28 out-of-school youth and conducted focus groups and observations at non-formal education programs serving dropouts. We find that high costs for secondary school were the overwhelming reason for dropout, with a subset of boys also reporting behavioural issues as a contributing factor. While costs affected adolescent boys and girls equally, the options facing them after dropout differed sharply. The findings point to the need for easier paths back into formal education for youth who have dropped out. 相似文献
720.
The purpose of this paper is to examine how teachers teach and students learn about citizenship education in two faith-based schools in Northern Ireland. The data show that participants in the Catholic school were confident in their own identity; teachers encouraged active engagement with contentious, conflict-related debates and students displayed empathy with other racial and religious groups. In the Protestant school, teachers avoided any reference to identity and conflict and students seemed to have limited knowledge of these issues. The findings emphasise the extent to which separate schools embody the cultural norms prevalent within each of the communities that they serve and reveal the influence which these norms have for teaching and learning about citizenship. 相似文献