全文获取类型
收费全文 | 699篇 |
免费 | 4篇 |
国内免费 | 2篇 |
专业分类
教育 | 498篇 |
科学研究 | 73篇 |
各国文化 | 4篇 |
体育 | 43篇 |
文化理论 | 13篇 |
信息传播 | 74篇 |
出版年
2020年 | 5篇 |
2019年 | 6篇 |
2018年 | 12篇 |
2017年 | 11篇 |
2016年 | 16篇 |
2014年 | 7篇 |
2013年 | 212篇 |
2012年 | 9篇 |
2011年 | 11篇 |
2010年 | 9篇 |
2009年 | 14篇 |
2008年 | 13篇 |
2007年 | 12篇 |
2005年 | 10篇 |
2003年 | 11篇 |
2002年 | 6篇 |
2001年 | 8篇 |
2000年 | 10篇 |
1999年 | 10篇 |
1998年 | 9篇 |
1997年 | 12篇 |
1996年 | 6篇 |
1995年 | 5篇 |
1993年 | 13篇 |
1992年 | 10篇 |
1991年 | 5篇 |
1990年 | 6篇 |
1989年 | 4篇 |
1988年 | 10篇 |
1987年 | 11篇 |
1986年 | 14篇 |
1985年 | 7篇 |
1984年 | 7篇 |
1983年 | 11篇 |
1982年 | 13篇 |
1981年 | 5篇 |
1980年 | 8篇 |
1979年 | 8篇 |
1978年 | 5篇 |
1977年 | 8篇 |
1975年 | 10篇 |
1974年 | 8篇 |
1973年 | 7篇 |
1971年 | 7篇 |
1970年 | 6篇 |
1969年 | 7篇 |
1968年 | 6篇 |
1966年 | 5篇 |
1925年 | 5篇 |
1924年 | 5篇 |
排序方式: 共有705条查询结果,搜索用时 15 毫秒
91.
92.
The low achievement of Native American students, as measured by standardized tests, results from a number of factors, including the lack of cultural relevance of curriculum materials used in their instruction. Using a pretest–posttest control group design, Native American students in Bureau of Indian Affairs schools in Grades 4–8 who were taught science using culturally relevant materials achieved significantly higher and displayed a significantly more positive attitude toward Native Americans and science than comparable students who were taught science without the culturally relevant materials. It is suggested that when educators of Native Americans teach science, they should use materials that incorporate frequent reference to Native Americans and science. 相似文献
93.
94.
Walter A. Denero 《Innovative Higher Education》1992,17(1):79-90
Walter A. Denero is currently the Fanning Leadership Fellow in the Fanning Leadership Center at the University of Georgia. He formerly served as director of the Model Cities Program in Athens and has done extensive community leadership development throughout the southeast. 相似文献
95.
The purpose of this study was to investigate alternative methods for evaluating deaf students' readiness to meet the English language and literacy demands of postsecondary educational programs. In the first part of the study, scores obtained by a large sample of deaf students on the ACT Assessment (ACT Composite score and scores on the ACT English and Reading tests) were compared to their scores on various measures of English language and literacy skills. In the second part of the study, the performance of a smaller sample of deaf students on the ESL Reading and ESL Grammar/Usage components of COMPASS/ESL was compared to their performance on a set of concurrent measures of English skills. The results of this investigation demonstrate that neither the ACT Assessment nor COMPASS/ESL are appropriate for the full range of deaf students seeking admission to postsecondary educational programs. However, the ACT Assessment is appropriate for deaf students seeking admission to transferable (BS and AAS) degree programs, and the ESL Reading and Grammar/Usage tests appear to be appropriate for deaf students seeking admission to nontransferable (AOS) degree programs. Taken together, the combination of the ACT Assessment and COMPASS/ESL appear able to provide a valid, reliable, and coherent approach to admissions screening assessment for the full range of deaf students seeking admission to postsecondary programs. 相似文献
96.
97.
Walter Bgoya 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,6(2):283-292
This article shows us some of the problems of the domination of the ex-colonial languages for intellectual life in Africa. The author notes that English serves fundamentally the interests of those for whom it is both an export commodity and a language of conquest and domination. He argues that there is no compelling reason for adopting a foreign language as a national one. On the contrary, there is ample evidence that such linguistic imposition does more harm than good. When a language is artificially imposed, students are rarely able to master it sufficiently to work comfortably in it. Not only do they fail to acquire proficiency in the foreign language; they also lose proficiency in their own languages, becoming twice disadvantaged. The author sees dependency on a foreign language, like other forms of dependency, as a liability that a nation can ill afford. He quotes Ali Mazrui who raises the question: Will Africa ever effectively "take off" when it is so tightly held hostage to the languages of the former imperial masters? 相似文献
98.
99.
100.
Walter Peter Vispoel Carrie Ann Morris Linan Sun 《Journal of Experimental Education》2019,87(3):384-399
In two independent studies of questionnaire administration, respondents completed multidimensional self-concept inventories within four randomized research conditions that mirrored the most common administration formats used in practice: paper booklets with and without answer sheets and computer questionnaires with single versus multiple items per screen. Strong differences among conditions emerged for completion time, but not for psychometric properties of scores (means, variances, reliability coefficients, concurrent validity coefficients). Answer sheets increased completion time by 24% to 34%, single-item displays by 20% to 25%, and computerization by 13% to 17%. Completion time was longer for multiple-alternative than for rating-scale items, but relative effects of answer sheets, single-item displays, and computerization remained consistent. We discuss implications for questionnaire construction and administration. 相似文献