全文获取类型
收费全文 | 606篇 |
免费 | 8篇 |
专业分类
教育 | 409篇 |
科学研究 | 45篇 |
各国文化 | 8篇 |
体育 | 93篇 |
文化理论 | 12篇 |
信息传播 | 47篇 |
出版年
2020年 | 6篇 |
2019年 | 18篇 |
2018年 | 11篇 |
2017年 | 31篇 |
2016年 | 23篇 |
2015年 | 9篇 |
2014年 | 24篇 |
2013年 | 170篇 |
2012年 | 14篇 |
2011年 | 25篇 |
2010年 | 8篇 |
2009年 | 11篇 |
2008年 | 14篇 |
2007年 | 19篇 |
2006年 | 10篇 |
2005年 | 9篇 |
2004年 | 10篇 |
2003年 | 25篇 |
2002年 | 14篇 |
2001年 | 7篇 |
2000年 | 9篇 |
1999年 | 11篇 |
1998年 | 6篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1993年 | 2篇 |
1992年 | 7篇 |
1990年 | 6篇 |
1989年 | 4篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 10篇 |
1984年 | 7篇 |
1983年 | 9篇 |
1982年 | 7篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1970年 | 2篇 |
1969年 | 2篇 |
1968年 | 2篇 |
1964年 | 2篇 |
1927年 | 2篇 |
排序方式: 共有614条查询结果,搜索用时 15 毫秒
481.
Academic delay of gratification 总被引:1,自引:0,他引:1
Academic delay of gratification (ADOG) refers to students' postponement of immediately available opportunities to satisfy impulses in favor of pursuing chosen important academic rewards or goals that are temporally remote but ostensibly more valuable. In Study 1, we developed a course-specific academic delay of gratification scale (ADOGS) with acceptable psychometric properties. Results of Study 2 supported the hypothesized association between ADOG and students' self-regulated learning, which consisted of academic motivation and the use of cognitive, metacognitive, and resource management learning strategies. Discriminant validity of the ADOGS is indicated by its stronger correlations with students' self-regulation than found for instruments that measure closelyrelated constructs (generalized deferment of gratification and impulsivity). The conceptual status of ADOG as a strategy and outcome of successful strategy use is discussed. 相似文献
482.
Annamaria Conti Nishant Dass Francesco Di Lorenzo Stuart J.H. Graham 《Research Policy》2019,48(3):799-812
This paper employs the 2008 financial crisis as an empirical setting to examine how investment strategies of venture capitalists (VCs) vary in the presence of a liquidity supply shock, and what the performance implications of these strategies are for their portfolio startups. We show that while, on aggregate, funded startups receive no less financing during the financial crisis than in non-crisis times, VCs allocate relatively more resources to startups operating in the VCs’ core sectors. We show that this skew allocation follows from VCs choosing to double down on their core-sector investing, rather than by a changed mix of investors or startups during the financial crisis. These effects are strongest for early-stage startups, for which information problems are most severe. Furthermore, these results are driven by the investment strategies of more-experienced VCs. Building on these findings, we find superior ex post performance among crisis-funded portfolio startups operating in more-experienced VCs’ core sectors. 相似文献
483.
484.
Jason Potts Stuart Cunningham John Hartley Paul Ormerod 《Journal of Cultural Economics》2008,32(3):167-185
We propose a new definition of the creative industries in terms of social network markets. The extant definition of the creative
industries is based on an industrial classification that proceeds in terms of the creative nature of inputs and the intellectual
property nature of outputs. We propose, instead, a new market-based definition in terms of the extent to which both demand
and supply operate in complex social networks. We review and critique the standard creative industries definitions and explain
why we believe a market-based social network definition offers analytic advance. We discuss some empirical, analytic and policy
implications of this new definition.
相似文献
Jason PottsEmail: |
485.
Information about gender differences in interests is necessary to disentangle the effects of discrimination and choice when gender inequalities occur, such as in employment. This article assesses gender differences in interests within the popular social news and entertainment site Reddit. A method to detect terms that are statistically significantly used more by males or females in 181 million comments in 100 subreddits shows that gender affects both the selection of subreddits and activities within most of them. The method avoids the hidden gender biases of topic modelling for this task. Although the method reveals statistically significant gender differences in interests for topics that are extensively discussed on Reddit, it cannot give definitive causes, and imitation and sharing within the site mean that additional checking is needed to verify the results. Nevertheless, with care, Reddit can serve as a useful source of insights into gender differences in interests. 相似文献
486.
Kristin L.K. Koskey Stuart A. Karabenick Michael E. Woolley Christina R. Bonney Bridget V. Dever 《Contemporary educational psychology》2010
Cognitive interviews were employed to systematically examine the cognitive validity of self-report survey items extensively used to assess classroom mastery goal structure. In a sample of elementary and middle school students, items were identified that functioned according to their intended meaning and those eliciting less accurate interpretations as conceptually defined by mastery goal structure cognitive validity criteria. Evidence suggested that items framed to focus on students’ teachers (i.e., teacher goals) were more cognitively valid than were items that focused students on their classroom context. Items with abstract terms yielded less accurate interpretations. We discuss implications of determining the cognitive validity of scales used to assess achievement goal structure and related self-report instruments. 相似文献
487.
Meaola Amituanai-Toloa Stuart McNaughton Mei Kuin Lai 《美中教育评论》2009,6(6):23-36
This paper examines language development of Samoan students in bilingual contexts in Aotearoa, New Zealand. In the absence of valid and standardized assessments tools in Samoan, one was designed to test reading comprehension and oral language development for Samoan students using common narratives as a base. For reading comprehension, the tool used a listening comprehension format to avoid possible decoding limitations and provided a gradient of difficulty with a surprising drop in both oral and reading comprehension at year 7. This drop was attributed to a change in competencies of some students entering the bilingual classroom at year 7. For example, the mixed levels of both L 1 (Samoan) oral and L1 (Samoan) reading comprehension within and across years of schooling likely reflects the varied provision in the Samoan bilingual classes and the variations across cohorts in different degrees of bilingualism. We argue that this might be due to the make up of the two schools of which one was an Intermediate school of years 7 and 8 students and, the other was a full primary school with students from years 4 to 8. The patterns suggest two general instructional needs in Samoan bilingual classrooms. One is the need to develop metacognitive components and the need for deliberate and explicit instruction to build awareness of strategies and effectiveness. The other is the ubiquitous need identified in reading comprehension instruction generally to develop vocabulary both through oral and written forms. There was a highly significant relationship between L 1 oral at L1 reading comprehension levels reflecting a general relationship found in other studies of monolingual in L2 (English) contexts. 相似文献
488.
Econometric studies suggest that student achievement may be improved if high-performing teachers are substituted for low-performing teachers. Drawing upon a recent study linking teacher performance on licensure exams with gains in student achievement, an analysis was conducted to determine the cost-effectiveness of requiring teacher applicants to meet a minimum 1000 SAT test score requirement, while raising teacher salaries by 45 percent in order to maintain an adequate pool of candidates. Results indicate that the cost-effectiveness of this approach to raising teacher quality is substantially lower than the cost-effectiveness of a competing approach for raising student achievement, involving the implementation of systems that provide formative assessment feedback to students and teachers regarding student performance in math and reading. The implementation of formative assessment instead of less cost-effective approaches would help to achieve the important goal of raising math and reading achievement while using fewer resources. The savings in resources may then be used to achieve other important educational goals—those that are not well-addressed through formative assessment. 相似文献
489.
Mei Kuin Lai Stuart McNaughton Helen Timperley Selena Hsiao 《Educational Assessment, Evaluation and Accountability》2009,21(1):81-100
Schooling improvement initiatives have demonstrated that moderate but significant achievement gains are possible with well
designed interventions, but there is little research into whether these gains can be sustained. The present study examines
the extent to which acceleration in achievement made during a three-year literacy intervention and the associated school-based
practices were continued. Statistical modelling showed continued acceleration in student achievement (four months in addition
to expected progress) at a rate similar to the intervention. The school-based practices associated with sustainability were
part of a process of change (rather than a specific instructional programme) comprising two dimensions — organisational learning
through ongoing inquiry into solving problems arising from teaching and learning and the development of professional learning
communities to promote organisational learning. Effectiveness was enhanced by schools embedding the process into their normal
school routines as part of a coherent instructional programme and the availability of expertise.
相似文献
Selena HsiaoEmail: |
490.
Stuart Maclure 《牛津教育评论》2013,39(3):245-249
Abstract In Germany the tradition of university autonomy goes back to Humboldt's reform rather than the privileged corporations of the middle ages. Humboldt's concept of the university is still fertile as a model and a method for today's universities. The social significance of science in the modern world, increased expenditure on higher education, and the academisation of a growing number of professions seem to undermine the traditional legitimation of university autonomy. On the other hand good new reasons for autonomy can be derived precisely from scepticism with regard to a naive belief in the progress of science and to an all‐too‐narrow professionalisation of university education. The ever closer interconnection between ‘academic’ and ‘public’ functions of the universities has led to the replacement of the traditional ‘dualistic administrative structure’ by a ‘unified'one under a rector/president. The dualism of functions has, however, reappeared in the distinction between ‘legal’ and ‘more extended’ supervision by ministers. For the future a more precise distinction between global regulations legitimately claimed by the state and self‐government within the framework thus set should be aimed at. 相似文献