全文获取类型
收费全文 | 524篇 |
免费 | 5篇 |
专业分类
教育 | 428篇 |
科学研究 | 15篇 |
各国文化 | 5篇 |
体育 | 30篇 |
文化理论 | 8篇 |
信息传播 | 43篇 |
出版年
2023年 | 3篇 |
2022年 | 12篇 |
2021年 | 10篇 |
2020年 | 17篇 |
2019年 | 21篇 |
2018年 | 26篇 |
2017年 | 21篇 |
2016年 | 27篇 |
2015年 | 16篇 |
2014年 | 26篇 |
2013年 | 109篇 |
2012年 | 22篇 |
2011年 | 19篇 |
2010年 | 15篇 |
2009年 | 10篇 |
2008年 | 17篇 |
2007年 | 11篇 |
2006年 | 11篇 |
2005年 | 16篇 |
2004年 | 10篇 |
2003年 | 10篇 |
2002年 | 14篇 |
2001年 | 9篇 |
2000年 | 12篇 |
1999年 | 10篇 |
1998年 | 10篇 |
1997年 | 2篇 |
1996年 | 7篇 |
1995年 | 11篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 7篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1978年 | 1篇 |
排序方式: 共有529条查询结果,搜索用时 15 毫秒
21.
22.
23.
Ardith Baker Teresa Bittner Christos Makrigeorgis Gloria Johnson Joseph Haefner 《Teaching Statistics》2010,32(3):81-87
Recent evidence indicates that decision makers are more sensitive to potential losses than gains. Loss aversion psychology has led behavioural economists to look beyond expected utility by developing prospect theory. We demonstrate this theory using the Deal or No Deal game show. 相似文献
24.
The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates’ subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their professional practice as schoolteachers. To address this issue, questionnaires were issued and focus groups were held with a sample of ITE graduates. The main results of the study are that: (1) formative and shared assessment (FSA) is not used a great deal during ITE, but is highly valued; (2) some graduates have implemented FSA in their practice as teachers, following their experience on their ITE course; and (3) significant variables are found regarding the implementation of FSA in schools (possible resistance from colleagues and/or pupils’ parents, etc.). 相似文献
25.
Teresa A. Ukrainetz Janae J. NusplKimberly Wilkerson Sarah Rose Beddes 《Early childhood research quarterly》2011,26(1):50
Purpose
Preschooler instruction for speech sound awareness typically teaches a progression of speech units from sentences to phonemes, ending at simple first phoneme activities. This study investigates the effects of teaching advanced tasks of phoneme blending and segmenting with and without the larger speech unit of the syllable.Method
Thirty-nine 4-5-year-old typically developing children received twice-weekly small-group instruction in three conditions: two weeks of syllable tasks then four weeks of multiple phoneme tasks (SP), four weeks of multiple phoneme tasks only (MP), or an active control condition of first phoneme instruction (FP).Results
The conditions SP and MP showed large significant gains on blending and segmenting and no significant differences on first phoneme isolating compared to the FP condition. A comparison of SP and MP did not show significant differences on phoneme blending and segmenting, but SP showed significantly more confusion during early sessions of phoneme instruction.Conclusion
This preliminary evidence suggests that preschoolers can improve understanding of phoneme blending and segmenting, without first being taught syllable blending and segmenting, and with no negative effects on first sound awareness. These findings support a more efficient way of teaching preschoolers awareness of the individual sounds of speech. Replication with a larger sample, including children at-risk for literacy difficulties, is recommended before firm conclusions should be drawn. 相似文献26.
27.
Teresa K. Naab Veronika Karnowski Daniela Schlütz 《Communication methods and measures》2019,13(2):126-147
Quantifying the ubiquitous, ephemeral, and highly diverse patterns of mobile social media (MSM) use is a challenge for communication research. Most researchers employ retrospective survey measurement, thus depending on the accuracy of users’ memories and generalizations. Alternatively, some researchers rely on in-situ measurement, being less dependent on users’ memories and generalizations, but requiring random situation samples. To assess differences and similarities between these two measurement approaches we analyzed whether characteristics (duration and frequency of a usage episode, habit, elaboration, and gratifications) of MSM use (regarding Facebook, WhatsApp, and YouTube) vary between retrospective survey and mobile experience sampling measurement. We observe a consistent pattern of higher estimates in retrospect as compared to individual averages of in-situ reports. The absolute magnitude of these differences varies considerably between platforms and characteristics studied. Nonetheless, for most constructs and platforms we find low significant positive correlations between retrospective and aggregated in-situ values. 相似文献
28.
29.
Rebecca H. Goodwin Michael L. Cunningham Teresa Eagle 《Journal of educational administration and history》2005,37(1):1-17
This paper reviews the historical development of the secondary principalship in the US and examines how the current role of the principal is a result of historical forces. The authors consider a preferred future for the principalship and present recommendations for change. 相似文献
30.