全文获取类型
收费全文 | 711篇 |
免费 | 4篇 |
专业分类
教育 | 561篇 |
科学研究 | 28篇 |
各国文化 | 8篇 |
体育 | 36篇 |
文化理论 | 7篇 |
信息传播 | 75篇 |
出版年
2022年 | 5篇 |
2021年 | 8篇 |
2020年 | 13篇 |
2019年 | 10篇 |
2018年 | 17篇 |
2017年 | 15篇 |
2016年 | 11篇 |
2015年 | 14篇 |
2014年 | 9篇 |
2013年 | 179篇 |
2012年 | 13篇 |
2011年 | 9篇 |
2010年 | 13篇 |
2009年 | 7篇 |
2008年 | 16篇 |
2007年 | 11篇 |
2006年 | 19篇 |
2005年 | 18篇 |
2004年 | 11篇 |
2003年 | 17篇 |
2002年 | 12篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 8篇 |
1998年 | 7篇 |
1997年 | 7篇 |
1996年 | 13篇 |
1995年 | 18篇 |
1994年 | 12篇 |
1993年 | 9篇 |
1991年 | 8篇 |
1990年 | 6篇 |
1987年 | 5篇 |
1985年 | 13篇 |
1984年 | 9篇 |
1983年 | 11篇 |
1982年 | 6篇 |
1981年 | 16篇 |
1980年 | 9篇 |
1979年 | 9篇 |
1978年 | 7篇 |
1977年 | 9篇 |
1976年 | 7篇 |
1975年 | 9篇 |
1974年 | 10篇 |
1973年 | 13篇 |
1970年 | 4篇 |
1969年 | 4篇 |
1968年 | 6篇 |
1966年 | 4篇 |
排序方式: 共有715条查询结果,搜索用时 31 毫秒
11.
Cheryl B. McCarthy 《科学教学研究杂志》2005,42(3):245-263
Institutions of higher education, states, and local K–12 districts have been challenged to improve math and science education for our nation's students. In the past few years, there has been renewed interest in inquiry‐based, activity‐oriented instruction in science for students with disabilities. Yet, there still exists the need for further empirical evidence to support instructional improvements for students with more involved emotional and behavioral disabilities. This study describes a program in which 18 middle school students with serious emotional disturbances were instructed, over the course of 8 weeks, on “Matter” by two different instructional approaches. Students in one classroom received a traditional textbook approach to science content, whereas students in another classroom received science instruction by a hands‐on, thematic approach. Over the course of instruction, data were collected regarding students' behavior and achievement. Results indicate that, overall, students in the hands‐on instructional program performed significantly better than the students in the textbook program on two of three measures of science achievement, a hands‐on assessment and a short‐answer test. The students did not differ on a multiple‐choice format test. With regard to behavior, there were no significant differences in behavioral problems found between the two groups of students over the course of the study. Findings are discussed in relation to instructional implications for students with disabilities in the science classroom. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 245–263, 2005 相似文献
12.
13.
Research in Higher Education - Do persons over age 62 enroll in universities to maintain their social interaction and stay in life's mainstream? This question was researched through a... 相似文献
14.
Gerald Collier 《高等教育研究与发展》1989,8(1):59-68
Radical changes have taken place in the conditions of professional practice in recent decades, which have been recorded and analysed by a number of authors, together with various proposals for the adaptation of courses of professional training. One area in this evolution which has received less than systematic investigation is the greatly increased occurrence of clashes arising from ethical complications in much professional practice, a major source of which has been the greatly increased intermingling of cultures worldwide. In the present paper it is argued that the training of professional practitioners in the understanding of value conflicts is different in nature from the training in the knowledge and techniques specific to a profession. The distinction is traced and a definition offered of the educational problem involved in preparing professional practitioners for handling such matters. The remainder of the paper is taken up with a review of several approaches that have been reported. 相似文献
15.
16.
Bruce Fuller Gretchen Caspary Sharon Lynn Kagan Christiane Gauthier Danny Shih-Cheng Huang Judith Carroll Jan McCarthy 《Early childhood research quarterly》2002,17(4):240
Various initiatives over the past 40 years have aimed to strengthen children’s early learning and social development. One policy theory—manifest in recent welfare reforms—postulates that requiring single mothers to work more outside the home will advance children’s well-being. We first examine whether young children’s social development is related to maternal employment among 405 women who entered welfare-to-work programs in 1998. For girls, age 24–42 months, we found that their mother’s recent employment duration was significantly associated with a lower incidence of aggressive behavior and inattentiveness, measured by two scales from the Child Behavior Checklist (CBCL 2/3). Yet these relationships with employment were weaker than more robust associations observed for proximal child-rearing practices, including the frequency of reading with the child, enforcing a regular bedtime, the propensity to spank the child, as well as levels of maternal depression. We then assess whether broader measures of the mother’s economic security help to predict these proximal determinants of development. We observed that food security and indicators of job quality consistently predicted the proximal factors. Structural equation models (SEM) provided additional evidence that these broader indicators of economic security, but not recent employment per se, operated through parenting practices and maternal depression to influence girls’ and boys’ social development. These results are consistent with recent findings from random-assignment experiments, showing that employment gains rarely affect child outcomes unless mothers’ income and broader economic security also improve. 相似文献
17.
Kathryn S. McCarthy Micah Watanabe Jianmin Dai Danielle S. McNamara 《Journal of Research on Technology in Education》2020,52(3):301-321
AbstractComputer-based learning environments (CBLEs) provide unprecedented opportunities for personalized learning at scale. One such system, iSTART (Interactive Strategy Training for Active Reading and Thinking) is an adaptive, game-based tutoring system for reading comprehension. This paper describes how efforts to increase personalized learning have improved the system. It also provides results of a recent implementation of an adaptive logic that increases or decreases text difficulty based on students’ performance rather than presenting texts randomly. High school students who received adaptive text selection showed increased sense of learning. Adaptive text selection also resulted in greater pre-training to post-training comprehension test gains, especially for less-skilled readers. The findings demonstrate that system-driven, just-in-time support consistent with the goals of personalized learning benefit the efficacy of computer-based learning environments. 相似文献
18.
Gerald J. Savage 《Technical Communication Quarterly》1996,5(3):309-327
As we increasingly recognize the social nature of technical communication, our responsibilities as teachers need to be redefined. Three levels of responsibility are suggested: at the theoretical level, we should study technical communication as a historically emergent social practice; at the pedagogical level, we need to incorporate social and historical perspectives into technical communication courses and curricula; at the level of social action, we should participate in defining and creating new sites of practice for technical communicators. Several suggestions are offered for helping students locate or develop alternative sites of technical communication practice. 相似文献
19.
Debt: the reality of student life 总被引:1,自引:0,他引:1
During the 1980s, a political consensus developed concerning the need to increase participation in higher education (Walker and Wright, 1990). How to finance this increase, however, was a matter of contention. While successive Conservative governments demonstrated a commitment to increasing the number of students, this aim was subordinate to their central concern of controlling public expenditure, which meant they were not prepared to meet the cost of expansion totally from the public purse. As a consequence, alternative ways of financing students were introduced which, as this paper will demonstrate, have led to a higher education system subsidized by student debt. 相似文献
20.
Berent GP Kelly RR Aldersley S Schmitz KL Khalsa BK Panara J Keenan S 《Journal of deaf studies and deaf education》2007,12(1):8-24
Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English. Two of 3 groups of deaf students received focus-on-form instruction during a 10-week remedial grammar course; a third control group received grammatical instruction that did not involve focus-on-form methods. The 2 experimental groups exhibited significantly greater improvement in English grammatical knowledge relative to the control group. These results validate the efficacy of visually based focus-on-form English instruction for deaf students of English and set the stage for the continual search for innovative and effective English teaching methodologies. 相似文献