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731.
Nicole M. Ardoin Maria L. DiGiano Kathleen O’Connor Timothy E. Podkul 《Environmental Education Research》2017,23(9):1335-1355
Trust, a relational phenomenon that is an important building block of interpersonal relationships and within society, can also be an intermediary outcome of field-based environmental education programs. Trust creates a foundation for collaboration and decision-making, which are core to many ultimate outcomes of environmental education. Yet, understanding how trust develops among environmental education program participants is still nascent, partly because few methods exist for measuring trust in informal contexts, such as those that are common for many environmental education programs. Our study used social network analysis and qualitative data from focus groups, questionnaires, and participant observation to investigate the development of trust among residential environmental education program participants in two school groups, some of whom had initial familiarity with each other. Network data indicated differential increases in peer-to-peer trust among group members when measured at the individual level. Qualitative data from the focus groups highlighted salient dimensions of trust that were particularly relevant in this setting, including friendship, emotional and physical safety, and self-disclosure; reciprocal trust among peers and educators; and aspects of this immersive setting that fostered trust among the participants. 相似文献
732.
Timothy R.N. Murphy Pilar Folgueiras Bertomeu Patricia Mannix McNamara 《Irish Educational Studies》2016,35(1):17-34
This paper addresses the potential for engaged learning among final-year undergraduate Education Studies students at a new, post-1992. It discusses a case study analysis of a ‘Directed Experiential Learning’ (DEL) intervention in the final year of an education studies degree designed to engage and motivate students and emphasise the links between theory and practice for them. Implementation took place in 2012–2013 with a cohort of 37 students and quantitative and qualitative analysis was performed afterwards to investigate the perspectives of students (online questionnaire and interview with 2 students) and tutors (4 individual interviews) on the DEL approach applied. The study described should be of particular interest to those teaching on and designing third level education studies programmes as well as related disciplines that might participate in integrated working arrangements in practice (e.g. nursing, social care). 相似文献
733.
A critical review of self‐regulated learning interventions for children with attention‐deficit hyperactivity disorder
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Linda A. Reddy Timothy J. Cleary Alexander Alperin Arielle Verdesco 《Psychology in the schools》2018,55(6):609-628
School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention‐deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self‐regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key intervention components and methodologies used. A total of 34 investigations, including 297 children and adolescents, were reviewed and coded on 34 variables across two dimensions (i.e., intervention components and methodology). In general, SRL interventions can be represented in terms of a three‐phase model of SRL that includes forethought, performance control, and self‐reflection processes. In this review, the vast majority of the published literature used single‐case design studies with a singular focus on the phase of performance control. Weaknesses of the existing literature include a lack of follow‐up data, attrition data, demographic information about teachers or other adult participants, and diversity in the sample. Strengths of the outcome literature are that a majority of the studies reported inclusion/exclusion criteria for samples, the criteria used to diagnose children as ADHD, and clinical significance for assessing treatment outcomes. Findings are discussed in relation to previous research, as well as directions for research and practice. 相似文献
734.
Timothy C. Craven 《Information processing & management》1978,14(6):469-476
LIPHIS (Linked Phrase Indexing System) is a system of computer-assisted permuted subject indexing designed, like its precursor NEPHIS, to be economical and to be as easy as possible for the indexer, for the programmer, and for the user of the index. Unlike NEPHIS, LIPHIS is designed to handle more complex networks of concept relations, and so produce better indexing of highly detailed subjects. 相似文献
735.
736.
Interpersonal dynamics within adolescent friendships: dyadic mutuality, deviant talk, and patterns of antisocial behavior 总被引:2,自引:0,他引:2
Interpersonal dynamics within friendships were observed in a sample of 120 (60 male, 60 female) ethnically diverse 16- and 17-year-old adolescents characterized as persistently antisocial, adolescent-onset, and normative. Dyadic mutuality and deviant talk were coded from videotaped friendship interactions. Persistently antisocial adolescents demonstrated lower levels of dyadic mutuality compared with adolescent-onset and normative adolescents. Persistently antisocial and adolescent-onset adolescents spent more time in deviant talk than did normative adolescents. Across groups, girls were rated as more mutual and coded less in deviant talk than boys. Furthermore, friendship dyads who engaged in high levels of deviant talk and were mutual in their interactions reported the highest rates of antisocial behavior. 相似文献
737.
Previously, we have shown that changes in pigeons’ divided attention performance resulting from changes in relative reinforcement
are well described by the generalized matching law. In the present experiment, we examined whether sensitivity of performance
to variations in relative reinforcement would be dependent upon sample duration. Pigeons responded on a delayed matching-to-sample
procedure with compound samples (color 1 line orientation) and element comparison stimuli (two colors or two line orientations).
Relative reinforcement for accurate matches on the two types of comparison trials varied across conditions. Sample duration
was short (i.e., 0.75 sec) for half of the trials in a session and longer (i.e., 2.25 sec) for the other half. Sensitivity
of accuracy to changes in relative reinforcement was greater with the longer sample than with the shorter sample, suggesting
that differential reinforcement alters the allocation of attending to the elements of compound stimuli. Continued examination
of the applicability of well-established theories of goal-directed behavior to the allocation of attention may provide further
insights into what is variously referred to as goal-directed, voluntary, endogenous, or top-down control of attention. 相似文献
738.
739.
Peggy A. Ertmer Timothy J. Newby Wei Liu Annette Tomory Ji Hyun Yu Young Mi Lee 《Educational technology research and development : ETR & D》2011,59(2):213-228
An international wiki-based collaboration was integrated into a large introductory educational technology course enrolling
346 students, divided into 43 teams. Student teams participated in a 5-week project in which they created wiki chapters about
the educational uses of specific Web 2.0 tools. Two to four international students, located in their home countries, participated
on each team, collaborating via the evolving wiki, as well as other Web 2.0 tools. Using expectancy-value as our motivational
framework, we gathered pre- and post-survey data, triangulated with focus group interview data, to examine changes in students’
confidence and perceived value for using these tools to facilitate international collaborations. Survey results showed significant
changes in confidence and perceived value, while qualitative results provided insights into students’ perceptions of critical
project components. We discuss students’ perceptions of project barriers as well as the strategies they implemented to achieve
success. 相似文献
740.
Rodgers Timothy Freeman Rebecca Williams James Kane David 《Tertiary Education and Management》2011,17(3):247-260
Tertiary Education and Management - In the United Kingdom, the higher education landscape has undergone a transformation since the late 1980s as seen in the “massification” of higher... 相似文献