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171.
This article describes the development and validation of the Inventory of Teaching and Learning (ITAL) as a new measure of
teacher perceptions of science and mathematics learning environments. The ITAL was initially developed and administered in
2004 and has subsequently been revised annually. The ITAL is administered using a confidential web-based procedure to large
samples of K–12 teachers in Georgia as part of an external evaluation of an NSF-funded effort to improve K–16 science and
mathematics education. Results of extensive Principal Components Analyses of the 2006 and 2007 ITAL databases are reported
to support the replicated measurement structure of this new measure. Alpha reliabilities for three ITAL dimensions of teaching
and learning for the 2007 ITAL administration with a sample of 3,012 teachers were: 0.95 for Inquiry-Based, 0.90 for Standards-Based
and 0.85 for Traditional. Implications of the research findings for future research and evaluation studies involving teacher
perceptions of science and mathematics and other learning environments are described. 相似文献
172.
Chad Lykins 《Peabody Journal of Education》2013,88(4):500-509
The What Works Clearinghouse (WWC) aims to synthesize and disseminate the results of high-quality education research on areas of significant public interest. The WWC has come to serve as a concrete example of the growing willingness of the federal government to shape both the topic and methods chosen by researchers. However, the scope of research included in the WWC research synthesis is rather narrow, omitting a large number of studies on methodological grounds. This article reviews current WWC standards and argues that the scope of research used in WWC reports should be broadened in two ways. First, the research should include a wider range of scientific studies. Second, it should include conceptual and theoretical research, which often originates from humanities and arts-based disciplines. 相似文献
173.
This study examined relationships within and between measures of personality characteristics, personal and teaching practices beliefs, levels of dogmatism, and cognitive out-comes (NTE scores and GPA) for a sample (n=63) of teacher education students at the time of exiting a teacher education program. Moderate, negative correlations were established between dogmatism and the cognitive outcomes. Teaching practices beliefs consistent with the philosophy of John Dewey were positively related to both NTE scores and GPA, but were inversely related to dogmatic beliefs. Personality characteristics were essentially unrelated to the cognitive outcomes examined, but were consistently found to relate positively to dogmatism scores. Other results of the study questioned the subscale independence of the personality measure used. Results were interpreted in terms of past research with the various cognitive and affective measures used and implications for teacher education program planners and evaluators were discussed. 相似文献
174.
O P Costa Leonardo Christine Chung-Wei Lin Debora Grossi Bevilaqua Marisa Cota Mancini Anne K Swisher Chad Cook Dan Vaughn Mark R Elkins Umer Sheikh Ann Moore Gwendolen Jull Rebecca L Craik Christopher G Maher Rinaldo Roberto de Jesus Guirro Amélia Pasqual Marques Michele Harms Dina Brooks Guy G Simoneau John Henry Strupstad 《Cardiopulmonary Physical Therapy Journal》2013,24(1):4-6
175.
The growth of the secondary ticket market has given sport managers a new way to understand consumer demand for tickets. In the secondary market, transaction prices and the number of transactions are highly variable and respond directly to consumer preferences, making it ripe for exploration. Using secondary market data for the NFL provided by a secondary market firm, the purpose of the current study is to understand a variety of traditional sport economics issues such as demand, consumer surplus, and pricing (in)efficiency. Results show that secondary market prices, instead of number of transactions, respond to the factors commonly associated with consumer demand. Further, the data indicate that teams may be able to sell 20,000 additional seats for each game. However, given that teams cannot easily add this number of seats (and may not want to given the NFL's blackout rule), there is approximately $260,000 in consumer surplus per game that is captured by resellers. 相似文献
176.
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178.
The effectiveness of the Canadian Quality Daily Physical Education (QDPE) program in creating awareness, support, and influencing school based physical education programs was determined using quantitative and qualitative methodologies. Participants included teachers, principals and vice principals, school board officials and trustees, professional agencies and association, and provincial ministry of education officials. Findings showed this national initiative increased awareness and support of QDPE among all participants. Although the influence of this increased awareness and support on school physical education programming was limited, the greatest impact was in time committed to instruction, development of curricula, instruction of classes, delivery of intramural programs, professional development, and student response to physical education. The least impact was on hiring of physical education specialists, the number of staff, and funding for physical education. 相似文献
179.
180.
Bullying and victimisation remains a pervasive problem within the nation’s schools. International research has indicated that students who are enrolled in special education curricula are victimised and perpetrate more bullying than their general education peers. Few empirical studies have examined bullying and victimisation rates among American schoolchildren within special education programmes. The current study examined rates of bullying and fighting perpetration and victimisation among middle‐school students (n = 7331) and high‐school students (n = 14,315) enrolled in general education and special education programmes. As hypothesised, students in special education reported greater rates of bullying and fighting perpetration, and victimisation than general education students. Students who were in self‐contained classrooms reported more perpetration and victimisation than those in inclusive settings. Fighting perpetration was similar for younger and older students in special education settings, whereas fighting perpetration was lower for older students, versus younger students, in general education. 相似文献