全文获取类型
收费全文 | 1011篇 |
免费 | 14篇 |
专业分类
教育 | 773篇 |
科学研究 | 24篇 |
各国文化 | 12篇 |
体育 | 71篇 |
文化理论 | 10篇 |
信息传播 | 135篇 |
出版年
2021年 | 8篇 |
2020年 | 12篇 |
2019年 | 19篇 |
2018年 | 34篇 |
2017年 | 36篇 |
2016年 | 43篇 |
2015年 | 14篇 |
2014年 | 22篇 |
2013年 | 278篇 |
2012年 | 20篇 |
2011年 | 23篇 |
2010年 | 23篇 |
2009年 | 19篇 |
2008年 | 21篇 |
2007年 | 18篇 |
2006年 | 31篇 |
2005年 | 14篇 |
2004年 | 21篇 |
2003年 | 15篇 |
2002年 | 26篇 |
2001年 | 14篇 |
2000年 | 13篇 |
1999年 | 21篇 |
1998年 | 13篇 |
1997年 | 11篇 |
1996年 | 11篇 |
1995年 | 14篇 |
1994年 | 10篇 |
1993年 | 9篇 |
1992年 | 9篇 |
1991年 | 15篇 |
1990年 | 10篇 |
1989年 | 14篇 |
1988年 | 8篇 |
1987年 | 11篇 |
1985年 | 11篇 |
1984年 | 14篇 |
1983年 | 7篇 |
1982年 | 5篇 |
1981年 | 7篇 |
1980年 | 7篇 |
1979年 | 12篇 |
1977年 | 7篇 |
1976年 | 6篇 |
1975年 | 5篇 |
1974年 | 11篇 |
1973年 | 7篇 |
1972年 | 6篇 |
1971年 | 5篇 |
1964年 | 4篇 |
排序方式: 共有1025条查询结果,搜索用时 15 毫秒
51.
Diane Ebert-May Terry L. Derting Timothy P. Henkel Jessica Middlemis Maher Jennifer L. Momsen Bryan Arnold Heather A. Passmore 《CBE life sciences education》2015,14(2)
The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. 相似文献
52.
53.
Natoya Hill Haskins Janee’ Advent Harris Janise Parker Aishwarya Nambiar Philippa Chin 《Counselor Education & Supervision》2023,62(4):355-367
Counseling theories created by White theorists have traditionally failed to consider the religious or spiritual experiences of Black clients. Integration of Black liberation theology and narrative therapy provides a novel approach to support counseling trainees in meeting the needs of Black clients. Decolonizing therapeutic strategies are presented along with counselor educator recommendations. 相似文献
54.
55.
56.
57.
An anthropometric analysis of elite Australian track cyclists 总被引:3,自引:0,他引:3
An anthropometric analysis was conducted on 35 elite male Australian track cyclists having a mean age of 22.6 years and who had been competing on average for 9 years. The relationship of anthropometric parameters to both bicycle saddle height and cycling performance was also investigated. Subjects were allocated, for purposes of comparison, to an endurance or sprint group on the basis of their competitive event. The group members in total were ectomorphic mesomorphs of height 178 +/- 4.8 cm and weight 72.5 +/- 6.6 kg on average. Percentage of saddle height to lower limb length averaged 99 +/- 1.6%, and significant correlations existed between strength and both body mass (r = 0.57) and thigh girth (r = 0.55). No significant correlation was seen between any anthropometric parameter and performance in an individual event. Cyclists in the spint group were heavier (76.2 +/- 7.4 vs. 70.0 +/- 4.7 kg, P less than 0.01) and stronger (258 +/- 44.4 vs. 216 +/- 30.5 Nm, P less than 0.01), and had larger chest (98.2 +/- 6.2 vs. 92.4 +/- 2.9 cm, P less than 0.01), arm (33.0 +/- 2.2 vs. 30.7 +/- 1.6 cm, P less than 0.01), thigh (57.5 +/- 3.4 vs. 54.3 +/- 2.5 cm, P less than 0.01) and calf girths (37.8 +/- 1.7 vs. 36.2 +/- 1.9 cm, P less than 0.05) than cyclists in the endurance group. They were also more mesomorphic (5.3 +/- 0.7 vs. 4.7 +/- 0.8, P less than 0.05) and less ectomorphic (2.3 +/- 0.9 vs. 2.9 +/- 0.6, P less than 0.05) than the endurance cyclists. 相似文献
58.
Recent trends indicate a move away from self-contained classrooms and toward content-focused departmentalization in elementary schools. This study takes a snapshot of the existing organizational structures used in elementary schools in one district and explores administrators’ beliefs and practices regarding this phenomenon. Our findings suggest administrators base their decisions to organize grade levels on various factors, including their own experiences, contextual dynamics, and personal perceptions of outcomes for students and teachers. 相似文献
59.
Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand how learners actively receive, engage with, and implement feedback. This article reports a systematic review of the research evidence pertaining to this issue. Through an analysis of 195 outputs published between 1985 and early 2014, we identified various factors that have been proposed to influence the likelihood of feedback being used. Furthermore, we identified diverse interventions with the common aim of supporting and promoting learners' agentic engagement with feedback processes. We outline the various components used in these interventions, and the reports of their successes and limitations. Moreover we propose a novel taxonomy of four recipience processes targeted by these interventions. This review and taxonomy provide a theoretical basis for conceptualizing learners' responsibility within feedback dialogues and for guiding the strategic design and evaluation of interventions. 相似文献
60.
Terry Hanley 《Pastoral Care in Education》2017,35(4):253-266
This paper puts forward a framework for supervising teaching staff whose roles involve supporting the emotional well-being of young people and young adults. Initially, the increasing focus upon the interface between education and health is outlined and the potential for this ‘emotional labour’ to cause distress to those in helping roles is considered. Further, as a means of supporting these professionals, the rationale for, and importance of, reflexive practice is outlined. As such, self-care is promoted and clinical supervision related to this work is recommended. To account for the wide variety of ways of working with young people, a pluralistic framework for group supervision is outlined. This psychologically informed framework emphasises the importance of the supervisory alliance and breaks down the process into supervisory goals, tasks and methods. Each element is briefly described and the framework is suggested as a means of supporting those working in these contexts. This proposition is considered alongside a number of associated potential challenges and is outlined purposefully as a provocation to consider the implications of working in such a way within school settings. 相似文献