全文获取类型
收费全文 | 940篇 |
免费 | 25篇 |
专业分类
教育 | 749篇 |
科学研究 | 31篇 |
各国文化 | 19篇 |
体育 | 46篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 114篇 |
出版年
2023年 | 5篇 |
2022年 | 12篇 |
2021年 | 18篇 |
2020年 | 25篇 |
2019年 | 43篇 |
2018年 | 47篇 |
2017年 | 46篇 |
2016年 | 57篇 |
2015年 | 34篇 |
2014年 | 46篇 |
2013年 | 200篇 |
2012年 | 27篇 |
2011年 | 32篇 |
2010年 | 13篇 |
2009年 | 23篇 |
2008年 | 32篇 |
2007年 | 28篇 |
2006年 | 23篇 |
2005年 | 15篇 |
2004年 | 21篇 |
2003年 | 21篇 |
2002年 | 15篇 |
2001年 | 8篇 |
2000年 | 13篇 |
1999年 | 9篇 |
1998年 | 4篇 |
1997年 | 12篇 |
1996年 | 13篇 |
1995年 | 3篇 |
1994年 | 7篇 |
1993年 | 9篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 5篇 |
1989年 | 7篇 |
1988年 | 8篇 |
1987年 | 7篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1981年 | 4篇 |
1979年 | 2篇 |
1977年 | 3篇 |
1974年 | 4篇 |
1973年 | 5篇 |
1972年 | 3篇 |
1971年 | 2篇 |
1970年 | 2篇 |
1968年 | 3篇 |
1857年 | 3篇 |
1855年 | 2篇 |
排序方式: 共有965条查询结果,搜索用时 15 毫秒
91.
Katie Finning Kate Harvey Darren Moore Tamsin Ford Becky Davis Polly Waite 《Emotional and Behavioural Difficulties》2018,23(2):213-225
School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems. 相似文献
92.
Kate Nation 《Journal of Research in Reading》2006,29(1):1-10
Recent years have brought about rapid advances in our understanding of how genetic factors influence reading development and reading disorder. The purpose of this special issue is to summarise what has been learned, and to highlight some of the issues and questions currently at the forefront of research. This paper sets the scene for the special issue by introducing relevant methodology and background information. 相似文献
93.
Hadad Roxana Thomas Kate Kachovska Mila Yin Yue 《Journal of Science Education and Technology》2020,29(1):162-173
Journal of Science Education and Technology - Making activities and environments have been shown to foster the development of computational thinking (CT) skills for students in science, technology,... 相似文献
94.
95.
Vivian C. Wong Jeffrey C. Valentine Kate Miller-Bains 《Journal of research on educational effectiveness》2017,10(1):207-236
This article summarizes results from 12 empirical evaluations of observational methods in education contexts. We look at the performance of three common covariate-types in observational studies where the outcome is a standardized reading or math test. They are: pretest measures, local geographic matching, and rich covariate sets with a strong theory of treatment selection. Overall, the review demonstrates that although the pretest often reduces bias in observational studies, it does not always eliminate it. Its performance depends on the pretest's correlation with treatment selection and the outcome, and whether preintervention trends are present. We also find that although local comparisons are prioritized for matching, its performance depends on whether comparable no-treatment cases are available. Otherwise, local comparisons may produce badly biased results. In cases where researchers have a strong theory of selection and rich covariate sets, observational methods perform well, but additional replication studies are needed. Finally, observational methods that rely on demographic covariates without a theory of selection rarely produce unbiased treatment effects. The article concludes by offering education researchers empirically based guidance on covariate selection in observational studies. 相似文献
96.
97.
98.
Peter Rogers 《欧洲师范教育杂志》1993,16(2):113-124
The prospect of European integration calls urgently for educational provision which will enable Europe's school‐leavers to understand and appraise the process. Essentially, this provision is historical. What is distinctive about Europe? What made us what we are? It is suggested that modem Europe is, at bottom, the result of two related things‐‐conflict and ideas‐‐and that the conflicts have arisen because of the ideas, and have constituted their final working‐out. Three ideas, with their related conflicts, seem fundamental, and these three pairings indicate the appropriate content for a history course for Europe's senior pupils. The three ‘ideas ‘ are the Reformation, the Enlightenment and Nationalism, and the related conflicts are the 30 Years’ War, the French Revolutionary and Napoleonic Wars and the World Wars of this century. The coverage of the first pairing is sketched as an example of how the whole course may be mounted and to introduce a master theme of European history for the last 300 years. The paper ends with a brief discussion of why other seemingly crucial factors are not selected and discussed. 相似文献
99.
Kate Schwartz Elise Cappella J. Lawrence Aber 《Journal of research on educational effectiveness》2019,12(1):160-190
There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed. 相似文献
100.
Kate Trammell 《Teaching Artist Journal》2016,14(4):195-198
As teaching artists enter the field of arts education, they are faced with the challenge of distinguishing themselves in the job search—developing a digital presence is one great way to stand out. After conducting thorough research into their local markets, teaching artists can set long-term career goals while honing online content for a specified audience. 相似文献