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131.
This article reports on a small‐scale research project concerning the views of pupils on what comprises a good teaching assistant (TA). The study indicates that pupils clearly valued the support given to them by TAs. The pupils outlined the main personal and professional characteristics they wanted to see in, as well as the kinds of support they wanted from, a TA. The implications of these data for schools and for TAs themselves are briefly indicated. 相似文献
132.
Lucy R. Betts Tracey J. Elder James Hartley Mark Trueman 《Assessment & Evaluation in Higher Education》2009,34(1):1-15
Multiple‐choice (MC) examinations are becoming increasingly popular in higher education because they can be used effectively to assess breadth of knowledge in large cohorts of students. This present research investigated psychology students’ performance on, and experiences of, MC examinations with and without correction for guessing. In Study 1, data were collected from two cohorts of students across three psychology MC examinations. The results revealed that students scored higher, and left fewer questions unanswered, when there was no correction for guessing. Furthermore, when the correction for guessing was removed from the theory MC examination, students who were told there was no correction for guessing did better than those told there was a correction. In addition, there was limited evidence of gender differences, with female students performing significantly better on one MC examination than males. In Study 2, a further set of first‐year psychology students reported their experiences of correction for guessing on open‐book and closed‐book MC examinations. Students reported feeling less anxious and more confident on the open‐book MC examination. The findings of both of these studies have implications for instructors deciding whether or not correction for guessing is appropriate, and for the advice to be given to students preparing for MC examinations. 相似文献
133.
Diversifying Science: Underrepresented Student Experiences in Structured Research Programs 总被引:1,自引:0,他引:1
Sylvia Hurtado Nolan L. Cabrera Monica H. Lin Lucy Arellano Lorelle L. Espinosa 《Research in higher education》2009,50(2):189-214
Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented
students experience science. Several key themes emerged from focus group discussions: learning to become research scientists,
experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for
becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific
training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and
high self-efficacy, while developing directed career goals as a result of “doing science” in these programs. 相似文献
134.
Derek Bland 《International Journal of Research & Method in Education》2018,41(3):342-352
Emerging from projects that have involved working with primary school children in school-related research, this article offers suggestions of how drawing as a principal means of data gathering can be either constructive or of little value. The qualitative research projects discussed include investigations of school improvement and consideration of school design, in which freehand drawing was used in different contexts with young people. In many cases, the value of the visual data was high, contributing strongly to the research aims. In some, however, the work contributed little meaningful data to address the research questions. The usefulness of data derived from drawings to the research was assessed by observing factors such as the materials and time available as well as teacher and peer influence. This article discusses those variables and proposes recommendations to improve the likelihood of obtaining quality visual data when working with children. 相似文献
135.
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137.
Despite explicit focus on addressing gender inequality in educational settings in Australia, without challenging gender binarism, inequality will persist. This article demonstrates the everyday and implicit means through which hierarchical gender binaries continue to be perpetuated. Observational fieldwork undertaken in three Australian early childhood settings with 13 members of staff and 53 children (ages 2–6) demonstrates how bi-gendered language, as well as wider discourses and practices, are being engaged in these settings. The data indicate that gender binarism continues to be (re)constructed and reinforced through subtle, but omnirelevant, invocations of gender. This happens in the constant categorisation and addressing of children by attributed gender alongside the hierarchisation of gendered attributes, and the sanctioned performativity of bi-gendered heteronormativity in play situations. This demonstrates how children continue to be encouraged into binary gendered practices in their most formative years and that this will, in turn, perpetuate gender inequalities. 相似文献
138.
John Hartley Jason Potts Lucy Montgomery Ellie Rennie Cameron Neylon 《Learned Publishing》2019,32(1):27-35
Much of the argument around reforming, remaking, or preserving the traditions of scholarly publishing is built on economic principles, explicit or implicit. Can we afford open access (OA)? How do we pay for high‐quality services? Why does it cost so much? In this article, we argue that the sterility of much of this debate is a result of failure to tackle the question of what a journal is in economic terms. We offer a way through by demonstrating that a journal is a club and discuss the implications for the scholarly publishing industry. We use examples, ranging from OA to prestige journals, to explain why congestion is a problem for club‐based publications, and to discuss the importance of creative destruction for the maintenance of knowledge‐generating communities in publishing. 相似文献
139.
Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may
have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly
in total publications, peer-reviewed publications, and first-authored publications as of the year they graduated with their
doctoral degrees along with peer-reviewed publications as of tenure. A sample of 197 curriculum vitae was retrieved from educational
psychology departmental websites across the 24 universities; vitae were coded for year the faculty member completed his/her
doctorate and total number of publications, number of peer-reviewed publications and number of first-authored, peer-reviewed
publications. Results indicated that faculty who graduated in the year 2000 and beyond had a significantly greater number
of total publications—more peer-reviewed publications, more first-authored, peer-reviewed publications as of the year they
graduated with their doctoral degrees, along with more peer-reviewed publications as of tenure. Publication productivity among
doctoral graduates of educational psychology programs at research universities before and after the year 2000. 相似文献
140.
The authors explore how fictional narratives (stories) can be used as a learning tool in the context of informal science environments and specifically science centers. They base their argument on an analysis of the theoretical, structural and epistemological properties of stories and how those can serve to establish a story as a cognitive tool. They offer an example of an application of these properties to a story‐based learning design called “The Emperor who only Believed his own Eyes” in the context of a large, public science center, and specifically an exhibition about “senses”. This paper focuses on the idea of a “hack,” a museum sanctioned strategy for exploring the potential and implications of narrative‐based design as a way to reinterpret science exhibits in a way that can engage young users in content exploration and offer recommendations for future research. 相似文献