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91.
Yvonne J. Moogan 《Educational studies》2011,37(1):1-14
Through its “Aim Higher Project” and “Excellence Challenge Programmes”, the UK government is investing large sums of money into widening participation so that more school leavers stay on to study for higher education (HE) courses, especially those from lower social classes and ethnic groups. Universities are increasingly developing links with local schools and creating novel ways of enhancing these relationships. Nevertheless, as the costs of attending university rise, it may be difficult to widen access especially amongst those “less wealthy” young people which universities are desperate to attract and enrol, due to the more lucrative government funding that the universities will receive. The main aim of the research is to report research findings from a case study incorporating Year 11 pupils (n = 38) from an inner city school (placed second on the Aim Higher register for the most socially disadvantaged), focusing in the main on the programme of study. This exploratory work is longitudinal with the researcher entering the Roman Catholic High School every two weeks during the academic year (over a period of nine months). 相似文献
92.
Comparing two types of model progression in an inquiry learning environment with modelling facilities 总被引:2,自引:0,他引:2
The educational advantages of inquiry learning environments that incorporate modelling facilities are often challenged by students’ poor inquiry skills. This study examined two types of model progression as means to compensate for these skill deficiencies. Model order progression (MOP), the predicted optimal variant, gradually increases the specificity of the relations between variables, whereas model elaboration progression (MEP) gradually expands the number of variables in the task. The study utilized a between-subject design with three conditions: a MOP condition (n = 28), a MEP condition (n = 26), and a control condition without model progression (n = 30). Consistent with expectations, model progression enhanced students’ task performance; a comparison among the two model progression conditions confirmed the predicted superiority of the MOP condition. These results are discussed in relation to the inconsistent findings from prior research. Based on this discussion ways to optimize model order progression are advanced. 相似文献
93.
McNaughtan Jon García Hugo A. Garza Tiberio Harwood Yvonne R. 《Tertiary Education and Management》2019,25(1):83-99
Tertiary Education and Management - The rising cost of higher education has driven researchers and practitioners alike to identify areas of waste and search for practices associated with increasing... 相似文献
94.
Yvonne Buettner 《Education and Information Technologies》2006,11(3-4):257-268
Based upon a nation wide campaign called Public Private Partnership—Schools in the Net (PPP-SiN) (Public Private Partnership—Schule im Netz (PPP-SiN), 2000) we were able to initiate an externally financed project of in-service teacher education. The paper describes the realization of this project. Reflections are given on why teachers hesitate to integrate ICT into their teaching. Media competencies are recognized to be key in this context. We reflect upon the following five questions:
- How do we educate the right thing as well as educate the right way?
- Which ambient conditions must be met?
- Which preliminary actions have to be taken and implemented?
- Which tools, methods and instruments do we need?
- How do we make sure that the transfer of learned knowledge will take place to find its way into successful teaching?
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Nurture groups have contributed to inclusive practices in primary schools in the UK for some time now and have frequently been the subject of articles in this journal. This large‐scale, controlled study of nurture groups across 32 schools in the City of Glasgow provides further evidence for their effectiveness in addressing the emotional development and behaviour problems of vulnerable children. In particular, Sue Reynolds, Principal Educational Psychologist, Maura Kearney, Senior Educational Psychologist, both working in Glasgow City Council Psychological Services, and Tommy MacKay, Professor at the University of Strathclyde and Director of Psychology Consultancy Services, suggest that is the first study to report quantitative gains in academic achievement when the progress of pupils in nurture groups is compared with that of matched children in mainstream classes. This highlights the importance of providing a nurturing context as a basis for promoting children's learning. 相似文献
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William M. Reynolds 《Psychology in the schools》1979,16(1):77-79
The Slosson Intelligence Test, unlike most current measures of intelligence, uses a ratio method of mental age divided by chronological age to obtain an IQ score. Due to this, standard deviations are not stable across age levels and present a problem in diagnosing mental retardation. The Slosson Test Manual provides information whereby an overall test standard deviation of approximately 25 points is obtained. This is reviewed in respect to current criteria for the classification of mental retardation. It is concluded that the Slosson is inappropriate for use in the diagnosis of mental retardation. 相似文献