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971.
The purpose of the present investigation was to identify the relationship among different indicators of uncertainty that lead to potential item misalignment. The item-based indicators included ratings of ambiguity and cognitive complexity. The student-based indicators included (a) frequency of cognitive monitoring per item, (b) levels of misinterpretation per item, and (c) levels of lack of confidence per item. Results indicate that item cognitive complexity was related to all student-based indicators even after controlling for students' performance on the item. Moreover, item ambiguity was related to levels of item misinterpretation but not to frequency of student cognitive monitoring or lack of confidence. The implications of these conclusions for identifying item misalignment are discussed in light of construct-relevant and construct-irrelevant sources of ambiguity. 相似文献
972.
Public schools in the United States are predicated upon some common, albeit contested, understanding of a “normal” child. Such an identity comes with corresponding rules of behavior. In this study, we use identity politics as the primary lens through which to interpret the experiences of students at an alternative middle and high school. Through ethnographic field observational data and student interviews over a four-month period, we examine student narratives to inform the theoretical framework of this research. We conclude that the alternative school in this case study is a stigmatized space for students with spoiled identities (Goffman, 1963). We offer implications for alternative schools in general and suggest that their design, by definition, can reinforce the stigmatized identity and its corresponding “deviant” behavior. 相似文献
973.
Mariela M. Páez 《Equity & Excellence in Education》2013,46(3):311-324
This article describes English language proficiency and bilingual verbal ability for a sample of 209 students aged 10 to 16 from three immigrant groups—Chinese, Dominican, and Haitian. Sources of data included structured student interviews, parent interviews, and individual language assessments. On average, students' English language proficiency was far below their age and grade level with significant differences among the groups. Estimates of students' language ability improved once their skills in their first language were considered as demonstrated by the bilingual verbal ability scores. Results from this study demonstrate the need to consider both English and first language skills in assessing the language abilities of these students and in promoting educational access and equity for recent immigrants. 相似文献
974.
Joseph P. Caliguri 《Equity & Excellence in Education》2013,46(1):44-48
In this research I examined the enactment of liberatory pedagogy, a teaching practice that promotes equity for all learners, from the uniquely informative perspective of young women majoring in mathematics and elementary education. It is grounded theory that seeks to understand the role of personal identity and social location in learning and teaching. I collected data over a two-year period, following two young women from the final semester of their teacher education program to their first teaching positions. Three distinct influences inform the conceptual framework of this study: (a) the underrepresentation of women in mathematics; (b) the devaluing of elementary teachers' content and pedagogical knowledge; and (c) the marginalization of the education major and pedagogical knowledge. I ask research questions regarding the type of preservice education these women experience and how it informs their enactment of liberatory pedagogy. Themes among the findings include coping with being a stranger in both lands, the desire to know oneself as a learner, and enacting liberatory pedagogy as beginning inservice teachers. 相似文献
975.
976.
John P. Murray 《Community College Journal of Research & Practice》2013,37(4):251-267
To discover the organizational components that nurture good teaching in Texas two-year colleges, I undertook the task of replicating a study of Ohio two-year colleges. A review of the literature uncovered several variables for assessing faculty development. The most important of these appears to be an institutional climate that encourages faculty development. To assess faculty development, a 65-item survey was sent to all Texas two-year colleges. Although the results of the Texas study are more encouraging than those of the Ohio study, Texas community colleges could be doing more to support faculty development. 相似文献
977.
Elizabeth Madson Ankeny Jean P. Lehmann 《Community College Journal of Research & Practice》2013,37(6):477-496
Nearly 60% of students with disabilities who attend postsecondary institutions attend community colleges. Individuals with disabilities paralleling their peers without disabilities need the postsecondary education opportunity to develop vocational skills, the time to mature, and the experience of living with others. A transition program, a K–12 and community college partnership, was developed to support students in this mission. A narrative inquiry methodology was utilized to understand the community college experience of students with disabilities in a transition program. Findings indicate that the program benefited the individuals. It did this by supporting completion of a vocational program leading to gainful employment and as a transition into adult roles and status. The program also provided opportunities that enhanced the individuals' self-esteem, and it facilitated the individuals becoming more independent and responsible. 相似文献
978.
Ronald P. Kern 《Community College Journal of Research & Practice》2013,37(4):345-350
Changes in the new Carl D. Perkins Vocational and Applied Technology Education Act of 1990 have added to existing state and regional accrediting agency pressures for competency‐based instruction. Because of these increasing pressures, deans, department chairs, and administrators of federal vocational funds administered under the act are, and will continue to be, required to provide evidence that their programs are competency based. A three‐step model to competency‐based programs as well as administrator guidelines for needed documentation are presented. 相似文献
979.
980.
John P. Murray 《Community College Journal of Research & Practice》2013,37(7):487-502
A comprehensive study of faculty development in community colleges was undertaken to identify the organizational components that nurture good teaching. A review of the literature revealed several variables for assessing the state of faculty development. The most important of these appears to be an institutional climate that encourages faculty development. This article reports the results of a survey of 130 community colleges regarding faculty development efforts. It also profiles those accountable for faculty development and summarizes the extent to which each development activity is available to faculty members. One significant finding is that faculty development in American community colleges lacks leadership and is not well connected to the colleges missions. 相似文献