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121.
Jenny Sthlberg Heta Tuominen Antti‐Tuomas Pulkka Markku Niemivirta 《Psychology in the schools》2021,58(1):162-184
In this study, we examined what kind of perfectionistic profiles (i.e., different patterns of perfectionistic strivings and concerns) can be identified among general upper‐secondary school students, how stable those profiles are over the school year, and how they are connected with students' motivation (i.e., achievement goal orientations). Four distinct profiles were identified. Students with high strivings and low concerns had their focus mainly on mastery, while students with an opposite profile emphasized performance‐avoidance and work‐avoidance orientations. Students with high strivings and concerns favored both performance‐ and mastery‐related goals, whereas students characterized by low strivings and low concerns did not display a dominant tendency toward any orientation. Perfectionistic profiles were relatively stable over time, with the majority of students reporting similar tendencies across the measurements, and with no extreme changes observed. Some indications of more students displaying less adaptive perfectionistic tendencies by the end of the school year were nevertheless found. Our findings demonstrate not only stability in perfectionistic tendencies, but also their motivational relevance in the academic context where students' goals and performance concerns play an important role. 相似文献
122.
ABSTRACTThis article describes some of the methodology, practice and effect of reading groups run by Prison Reading Groups (PRG), which currently operates in 60 prisons across the UK, and is supported by the charity Give A Book. Groups choose what they want to read together and how they will read it. Reading aloud can aid literacy as well as being a force for collaboration and pleasure. Poetry can thrive in this environment, despite initial wariness, and Shakespeare has found some new and enthusiastic readers. 相似文献
123.
I use this paper to reexamine my role as a White researcher on a multi-racial research team. I reanalyze data I collected
during an evaluation project to reveal how I avoided seeing race in the schools I visited and how I dodged discussions of
race with members of those school communities. By analyzing my own discursive practice, I introduce a series of logics enacted
through a variety of strategies that I used to manage race talk. The purpose of this paper is two-fold: (1) an analysis of
the strategies I used to sustain White privilege and (2) an examination of the logics of those strategies in order to understand
the power they have in reproducing inequity. Only by understanding the self-perpetuating nature of White privilege will we
be able to begin to dismantle it.
Jenny Gordon is an assistant professor in the Division of Education, School of Education and Human Development at Binghamton
University. She teaches foundations courses for elementary education and courses on qualitative research methods. Her scholarly
work includes articles on methodological issues pertaining to qualitative research methods and narratives on the impact of
race on research and teaching. 相似文献
124.
Melissa Fogarty Nathan Clemens Deborah Simmons Leah Anderson John Davis Ashley Smith 《Journal of research on educational effectiveness》2017,10(2):326-353
In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher design, middle school teachers' reading classes were randomly assigned to treatment (n = 9) or business as usual (n = 7) conditions. In the CCT condition, students received, on average, 39 lessons of video-modeled instruction in word reading, vocabulary, and comprehension instruction during reading intervention classes. Results of multilevel structural equation models indicated statistically significant effects favoring the CCT condition on three measures: reading comprehension latent variable (ES = 0.14), proximal vocabulary (ES = 0.43), and silent reading efficiency (ES = 0.28). Subgroup analyses indicated that students with lower entry-level reading comprehension tended to benefit more from the CCT intervention in reading comprehension, silent reading efficiency, and state test scores. 相似文献
125.
Do new information and communications technologies have a role to play in the achievement of education for all? 总被引:1,自引:0,他引:1
Jenny Leach 《British Educational Research Journal》2008,34(6):783-805
Many commentators have suggested that the use of new information and communications technologies (ICTs) has significant potential in providing access to, and improving the quality of, teacher education. Such an idea is particularly relevant for the Global South, it is argued, where tens of thousands more qualified teachers are required if universal primary education (UPE) is to be achieved. This article explores six arguments commonly used to critique the relevance of ICT for development, encompassing technical, cost, philosophical, cultural and pedagogic issues. The arguments are categorised as the ‘technological’ view; the ‘donor’ view; the ‘anthropological’ view; the ‘standard’ view; the ‘individual’ view; and the ‘transmissional’ view. Drawing on empirical research into ICT and teacher education in sub‐Saharan Africa, including the work of the Digital Education Enhancement Project, six responses are used to review these arguments (‘developmental’, ‘democratic’, ‘cultural’, ‘deep’, ‘community’ and ‘pedagogic’). The author concludes that these contemporary data offer new ways of thinking about such debates and concludes with recommendations for policy makers, educators and the donor community. 相似文献
126.
The drivers of learning for mid-career workers with few initial qualifications from the Czech Republic, Denmark, England, France, Germany, Italy and Poland are examined. The focus in this article is upon the learning pathways and experience of the low-qualified drawn from empirical research which gathered and analysed the strategic career and learning biographies of 105 low-skilled individuals, mainly aged between 25 and 40, in the 7 countries, using semi-structured narrative interviews. The five drivers for learning evident in the interviews were enhancing self-efficacy; self-improvement; labour market-orientated learning; significant others motivating learning; and work-related practical learning. The interviewees were divided between those who wanted tangible and immediate learning outcomes and those who saw learning primarily as a means of self-improvement. Some interviewees with negative experiences of initial education were motivated to re-engage by a positive experience with continuing education, encouragement of significant others or through an experience of mastery of challenges at work which led to an increase in their self-efficacy. For the majority of interviewees, practical learning was particularly appreciated, whether undertaken to secure or enhance their current labour market position or undertaken to increase their self-efficacy. 相似文献
127.
Ivan Crozier Patricia Fara Jon Hodge Brendan Kitts Robin Knight Sverre Myhra David Oldroyd Elizabeth A. Wilson Rosemary Robins Stephen Dovers John Forge Harshi Gunawardena Jenny Tannoch-Bland Loet Leydesdorff David Oldroyd David Oldroyd David Oldroyd Nicolas Rasmussen Greg Restall Helaine Selin Michael Shortland E. E. Sleinis Fiona Solomon Scott McQuire Maurice Crosland David Farrier Roslynn Haynes Sverre Myhra Colin Russell Libby Robin Karin Garrety Stephen Gaukroger Stephen Ames Wendy Varney Vojislav Bozickovic Phil Dowe 《Metascience》1996,5(2):71-192
128.
The quality of guidance and feedback to students 总被引:3,自引:0,他引:3
The paper presents research findings on students’ experiences of the provision both of guidance and feedback, and with respect to examinations as well as coursework assignments. A first‐ and a final‐year bioscience course unit were surveyed in each of three contrasting university departments. The resulting dataset comprised 782 completed student questionnaires and 23 group interviews with a total of 69 students. Although the questionnaire data provided a robust overall picture of the students’ perceptions of guidance and feedback across the six units, the interview data made possible a much finer‐grained analysis of their experiences. At the core of this analysis was a guidance and feedback loop, within which six interrelated steps have been picked out, beginning with the students’ prior experiences of cognate assessments and closing with the potential of what has been learned from a given task to feed forward into subsequent work. By pinpointing potential troublespots, the framework can serve as a valuable diagnostic as well as analytical tool. 相似文献
129.
130.
Jenny Mustey 《International Information and Library Review》2019,51(1):83-87
Making a difference where it counts is important to the Campaspe Regional Library service in Echuca, Australia. Creating strong community connections to work together to make our library space a destination of choice for all. The library team have worked specifically over a number of years to improve the environment and to provide inclusive and welcoming services and programs, particularly for individuals with Autism Spectrum Disorder. This article provides an overview of the Being Connected: Libraries and Autism project that was conducted during 2014–2016, plus the additional programs and the strong community partnerships that have been developed since the completion of the project. 相似文献