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351.
Beth C. Rubin 《The Urban Review》2007,39(2):217-249
This article explores the figured world of learning at urban Oakcity High School, describing the learner identities that were
available to students amid the practices, categories, discourses and interactions of this world. My aims are 2-fold and interconnected:
(1) to reframe a taken-for-granted phenomenon—that students tend to do poorly at urban high schools serving low income students
of color, and (2) to apply a situated perspective and the concepts of figured worlds and positional identities to the study
of learning and identity at an urban high school, expanding the use of these concepts in educational research.
Beth C. Rubin is an Assistant Professor in Graduate School of Education, Rutgers The State University of New Jersey 10 Seminary
Place New Brunswick NJ 08901 USA 相似文献
352.
Sandra Weintraub Patricia J. Bauer Philip David Zelazo Kathleen Wallner‐Allen Sureyya S. Dikmen Robert K. Heaton David S. Tulsky Jerry Slotkin David L. Blitz Noelle E. Carlozzi Richard J. Havlik Jennifer L. Beaumont Dan Mungas Jennifer J. Manly Beth G. Borosh Cindy J. Nowinski Richard C. Gershon 《Monographs of the Society for Research in Child Development》2013,78(4):1-15
353.
Beth Innocenti 《Quarterly Journal of Speech》2013,99(2):231-234
RHETORICAL FIGURES IN SCIENCE. By Jeanne Fahnestock. New York: Oxford University Press, 1999; pp. xii + 234. $55.00. SCIENCE IN TRANSLATION: MOVEMENTS OF KNOWLEDGE THROUGH CULTURES AND TIME. By Scott L. Montgomery. Chicago, IL: The University of Chicago Press, 2000; pp. xii + 338. $28.00. BLACK LUNG: ANATOMY OF A PUBLIC HEALTH DISASTER. By Alan Derickson. Ithaca: Cornell University Press, 1998; pp. xiv + 237. $22.95. 相似文献
354.
Beth B. Krippendorf David L. Bolender Gary L. Kolesari 《Anatomical sciences education》2008,1(5):220-223
At the Medical College of Wisconsin, a procedure was developed to allow computerized grading and grade reporting of laboratory practical examinations in the Clinical Human Anatomy course. At the start of the course, first year medical students were given four Lists of Structures. On these lists, numbered items were arranged alphabetically; the items were anatomical structures that could be tagged on a given lab practical examination. Each lab exam featured an anatomy laboratory component and a computer laboratory component. For the anatomy lab component, students moved from one question station to another at timed intervals and identified tagged anatomical structures. As students identified a tagged structure, they referred to a copy of the list (provided with their answer sheet) and wrote the number corresponding to the structure on their answer sheet. Immediately after the anatomy lab component, students were escorted to a computer instruction laboratory where they typed their answer numbers into a secured testing component of a learning management system that recorded their answers for automatic grading. After a brief review of examination scores and item analysis by faculty, exam scores were reported to students electronically. Adding this brief computer component to each lab exam greatly reduced faculty grading time, reduced grading errors and provided faster performance feedback for students without changing overall student performance. Anat Sci Ed 1:220–223, 2008. © 2008 American Association of Anatomists. 相似文献
355.
This study investigated relationships among teacher, parent, and observer behavioral ratings of 3‐ and 4‐year‐old children using intra‐class correlations and analysis of variance. Comparisons within and across children from middle‐income (MI; N = 166; mean age = 54.25 months, standard deviation [SD] = 8.74) and low‐income (LI; N = 199; mean age = 51.21 months, SD = 7.22) backgrounds revealed significant agreement between the raters but also considerable differences in both ranking and absolute scores between raters. Teachers and parents consistently rated children from LI classrooms as having more behavioral problems and fewer prosocial behaviors. Results are conceptualized with respect to how differential expectations, comparison groups, and types of interaction with children can affect the evaluation of child behavior. Results point to the need for multiple sources of evaluation when assessing children for behavioral difficulties, particularly children from lower income backgrounds. © 2010 Wiley Periodicals, Inc. 相似文献
356.
Lorraine M. Males Samuel Otten Beth A. Herbel-Eisenmann 《Journal of Mathematics Teacher Education》2010,13(6):459-471
This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical
colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the
facilitator of this project. The professional development collaboration comprised two phases: one focused on reading classroom
discourse literature and one focused on supporting each other through cycles of action research related to mathematics classroom
discourse. Lord’s (1994) critical colleagueship framework is used to examine how a study group of middle-grades (ages 11–16) mathematics teacher–researchers
took (or did not take) a more critical stance toward their own teaching practice and that of their colleagues. We found that
challenging interactions were related to instances in which the teachers interacted as critical colleagues and were marked
by particular features including the use of particular words and the use of personal experience as a form of evidence. We
present the ways in which we came to understand what it might look like to scrutinize one’s practice and findings related
to the development of this type of collegiality across the two different phases of this project. We end with a section in
which the teacher–educator–researcher who facilitated the professional development project reflects on the ways in which the
analysis caused her to reconsider both the nature of argumentation in mathematics study group settings and what implications
this has with respect to her own practice as a facilitator. 相似文献
357.
358.
Beth Hands Garth Kendall Dawne Larkin Helen Parker 《International Journal of Disability, Development & Education》2009,56(4):317-331
The aetiology of mild motor disability (MMD) is a complex issue and as yet is poorly understood. The aim of this study was to identify the prevalence of perinatal risk factors in a cohort of 10‐year‐old boys and girls with (n = 362) and without (n = 1193) MMD. Among the males with MMD there was a higher prevalence of postpartum haemorrhage, caesarean section, low birth weight and stressful first year of life. Among the females with MMD, there was a higher prevalence of essential hypertension, anaemia and threatened pre‐term. Multivariable logistic regression revealed gender (male), anaemia, threatened pre‐term birth (if female) and hypertension (if female) weakly explained MMD at 10 years. These results underscore the importance of considering gender differences in order to better understand the multiple influences on motor development. 相似文献
359.
The University of Florida Health Science Center Libraries created a task force representing various departments to review data from its 2004 LibQUAL+ survey. This review compared results from the 2002 and 2004 LibQUAL+ surveys, and the data from the Association of Academic Health Science Libraries 2004 cohort. The task force analyzed the key components of the LibQUAL+ survey: Affect of Service, Information Control, Library as Place, and user comments. At the conclusion of this review, the task force made recommendations and suggestions along departmental lines to meet the patrons' needs and expectations. In addition to following the task force recommendations, the Libraries independently implemented several new services and hired additional personnel after the completion of the 2004 survey. Combined, these changes should improve overall library service and increase customer satisfaction. Looking towards the 2006 LibQUAL+ survey, the task force will be convened in advance and will guide the entire process. 相似文献
360.