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Suzanne Brownhill Kay Wilhelm Alan Watson 《Asia-Pacific Journal of Teacher Education》2006,34(1):5-26
Teachers recruited to a cohort study in 1978 were interviewed to elicit their views on issues surrounding the education system and teaching profession. Qualitative data were derived from a semi‐structured interview and quantitative data included a self‐report measure of temperament and character. The findings highlight a “mismatch” between the characteristics or attributes of teachers and the shifting role of teachers to accommodate administrative and “social work” duties for which they have not been trained. This shift, in turn, takes them away from their core business of teaching. Furthermore, a common attribute of cooperativeness in this teaching cohort is more aligned with the teaching role which may explain teachers' frustration in having to accommodate an independent working style of administrator. Greater use of administrative support staff and counseling services to free teachers to do what they have been trained is more likely to reduce levels of work dissatisfaction. Mentoring of new graduates is more likely to buffer the stress as they make the transition from a learning to a teaching environment. A mentoring matrix is offered which features a bi‐directional exchange of “tried and true ideas” of experienced teachers and “new ideas” of new graduates. 相似文献
165.
Daniel A. Glaser‐Segura Suzanne Mudge Constantin Brătianu Ionela Jianu Sorin Vâlcea 《Higher Education in Europe》2007,32(2-3):121-133
This study frames the quality transition of Romanian business education embracing the role of students as clients and customers. In the first part of the study, responses from ninety‐four fourth‐year Romanian students provided a statistically significant gap between the level of importance of business competences and their level of preparation. The second part used content analysis to establish four major improvement themes: 1) new course specification; 2) pedagogical modification using practical applications; 3) course delivery improvement; and 4) university‐directed field experiences. The findings support the notion that Romanian students provide reliable and unique assessments of their education. 相似文献
166.
Suzanne Jak 《Structural equation modeling》2019,26(4):607-622
When modeling latent variables at multiple levels, it is important to consider the meaning of the latent variables at the different levels. If a higher-level common factor represents the aggregated version of a lower-level factor, the associated factor loadings will be equal across levels. However, many researchers do not consider cross-level invariance constraints in their research. Not applying these constraints when in fact they are appropriate leads to overparameterized models, and associated convergence and estimation problems. This simulation study used a two-level mediation model on common factors to show that when factor loadings are equal in the population, not applying cross-level invariance constraints leads to more estimation problems and smaller true positive rates. Some directions for future research on cross-level invariance in MLSEM are discussed. 相似文献
167.
Suzanne E. Mol Jelle Jolles Tamara Van Batenburg‐Eddes Maureen K. Bult 《Journal of Research in Reading》2016,39(3):253-267
This cross‐sectional survey study examined the relation between mental imagery (i.e., seeing images of a story ‘in the mind's eye’) and perceived self‐competence in reading. The study was conducted with a group of seventh‐grade to ninth‐grade students in the prevocational educational track of secondary schools in the Netherlands and their parents. Results showed a moderate relation between mental imagery and self‐competence beliefs, also after controlling for the quality of students' home literacy environment. Examination of gender differences revealed that girls outperformed boys in self‐competence beliefs. Furthermore, boys perceived themselves as better readers when their parents had higher mental imagery skills. No direct relation was found between parents' and adolescents' mental imagery skills. These findings imply that parents and teachers may need to be made aware of the importance of mental imagery strategies as it may enhance the reading experiences of boys as well as girls. 相似文献
168.
International authors have argued that social class inequalities can influence parental engagement in education. Lareau argued that middle-class families possess the resources to actively cultivate their children to succeed academically, whereas working-class and poor families feel they lack such resources and allow their children to develop limited and passive relations with school. This article applies a core element of Lareau’s typology of child rearing to examine disadvantaged British mothers’ experience of engaging with schools. A study involving 77 parents and caregivers of secondary school children, considered disadvantaged, sought to understand the experiences of parental engagement in primary and secondary education. Selective case studies have been chosen from this larger study, using a thematic analysis, to understand how these mothers interpreted their experiences of engaging with secondary education, their feelings of frustration, powerlessness and distance from secondary school. The stories presented illustrate that the ‘accomplishment of natural growth’ provides a contemporary class analysis framework to interpret the experiences of some disadvantaged British parents. Recommendations are made advising how Lareau’s typology of child rearing can inform policy and practice in the British education system and recommendations for future research are made with the purpose of promoting equal access to educational engagement and opportunities. 相似文献
169.
Suzanne E. Hidi John A. McLaren 《European Journal of Psychology of Education - EJPE》1991,6(2):187-197
The primary objective was to investigate the effect of an important motivational variable — interest ∶ on sixth-grade children’s performance on a writing task. Because our previous research showed that prior knowledge has an inordinate effect on writing, we augmented the children’s knowledge of the topics they were to write about. Students studied one of four texts (two high-interest/moderate-knowledge and two low-interest/high-knowledge) and then were assigned to either a tutorial condition, in which they studied and wrote about the same topic, or a control condition, in which they studied one topic and wrote about a companion topic at the same interest and knowledge level. Our general expectation, that children writing with tutorial support on high-interest topics would do better than all other groups because of the motivational effect, was not supported. The results unexpectedly showed that low-interest topics supported by tutorials resulted in longer productions. In addition high interest topics facilitated only better quality ideas, but not qualitatively better writing. These results indicate that the motivational power of generally interesting topics in writing is confounded with the role of prior knowledge. It is further suggested that attentional factors may explain why topic interest has a limited effect on children’s writing performance. 相似文献
170.
Johnson DJ Jaeger E Randolph SM Cauce AM Ward J;National Institute of Child Health Human Development Early Child Care Research Network 《Child development》2003,74(5):1227-1244
Evidence is presented of the different cultural and ecological contexts affecting early child care for families of color. It is argued that improvements on previous research require a fundamental shift in how race, ethnicity, and culture as psychological variables are examined. Furthermore, to avoid the pitfalls and failures of previous research, new research must incorporate expanded models of child care and development in childhood. The integrative model of development for children of color proposed by Garcia Coll et al. (1996) is presented as a basis for developing more specific ecological models relevant to addressing child care issues in ethnic minority families. Finally, priority areas for future research are recommended to stimulate and enable child care researchers to adopt a more inclusive view of child care and its effects. 相似文献