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231.
This paper investigates the direct and indirect ties between various leadership styles, namely, instructional, transformational, transactional, and laissez-faire leadership, and the instructional practices of teachers by applying a structural equation model. For this purpose, we analyzed survey data of n = 3,746 teachers from 126 schools collected by the Hamburg school inspection in Germany between 2012 and 2015. The underlying model is based on Leithwood’s framework for guiding research on leader effects on learning and instruction. First, the results show that a bi-factor model seems to be the best measurement model. Next, it is shown that mediating variables are influenced by a leadership core as well as by different leadership facets. Third, we found that for influencing complex instructional practices like cognitive activation with challenging content, a combination of leadership styles is most promising, while for classroom management instructional leadership is the only and, thus, the primary determinant. 相似文献
232.
Gazi F. Azad Mina Kim Steven C. Marcus Susan M. Sheridan David S. Mandell 《Psychology in the schools》2016,53(10):1071-1084
Effective parent‐teacher communication involves problem‐solving concerns about students. Few studies have examined problem‐solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem‐solving behaviors of parents and teachers of children with ASD. Participants were 18 teachers and 39 parents of children with ASD. Parent‐teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem‐solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem‐solving. Teachers displayed more problem‐solving behaviors than parents. Both groups reported engaging in more problem‐solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem‐solving. 相似文献
233.
Marcus Nevitt 《Media History》2017,23(2):218-240
This article offers detailed analysis of the patterns of book advertising in Marchamont Nedham’s government-sponsored newsbook, Mercurius Politicus. It contends that, for a brief period, Politicus was the nearest thing that the mid-seventeenth century had to a literary periodical and contests standard accounts that Politicus was only successful because government monopoly made it so. Instead I show that Politicus was instrumental in creating an image of the Commonwealth and Protectorate as a Republic of Letters; the cheap print of its small advertisements insisted that the publication of a book was an event, that London was a city of the book, and that its inhabitants might respond to the uncertainty of political revolution by eagerly imagining a future comprised of new books as yet unread. 相似文献
234.
Heather Richelle Weltman Victoria Timchenko Haritos Emanuel Sofios Paul Ayres Nadine Marcus 《European Journal of Engineering Education》2019,44(5):787-804
ABSTRACTAdaptive tutorials enable engaged, personalised and interactive online learning that includes instant adaptive feedback. By integrating an adaptive tutorial into a large and diverse engineering mathematics course, we explored its potential to support and guide students’ learning from afar. The aim of this study was to assess whether students provided with an adaptive tutorial, could benefit from its use and whether they would engage in and take responsibility for their learning. Comparisons were made between students who did and did not use the tutorial. Quantitative and qualitative data analyses determined the impact of including an adaptive tutorial in a blended learning environment, where 58% of students engaged with the tutorial and 74% of them completed it. Improved confidence and understanding was reported by 98% of the participants. A comparison of examination results indicated that median scores for students who utilised the tutorial were significantly higher than those who did not. 相似文献
235.
Josef Kessler Hans J. Markowitsch Wolfgang Guldin Rudolf Riess Monika Pritzel Maria Streicher Marcus Kerriou 《Learning & behavior》1980,8(3):457-464
The performance of cats, guinea pigs, and mice in a delayed alternation paradigm was compared both during initial learning and following a 10-day retention interval. The testing situation (a modified T-maze), the length of the delay period (10 sec), and the amount of training per session and per week were kept identical for all three species. The results indicated that (1) animals of all three species acquired the task within similar time spans, (2) a considerable variance was apparent in the performance of individual animals independent of their species, and (3) guinea pigs, as a group, appeared to need a somewhat longer time to acquire delayed alternation than did mice and cats. Relearning of the task following the 10-day interval seemed to follow similar laws in all three species. 相似文献
236.
Waber DP Weiler MD Wolff PH Bellinger D Marcus DJ Ariel R Forbes P Wypij D 《Child development》2001,72(1):37-49
Tallal hypothesized that reading disabled children have a domain-general deficit in processing rapidly occurring auditory stimuli that degrades speech perception, thereby limiting phonologic awareness and thus reading acquisition. She predicted they would be disproportionately affected by rapidly presented auditory stimuli. In this study, one hundred 7- to 11-year-old children with learning impairment (LI) and 243 non-learning impaired (NLI) children were evaluated on a two-tone auditory discrimination paradigm. LI committed more errors, but effects of timing were comparable. The same result was obtained for a subsample of good and poor readers. Task performance predicted reading, spelling, and calculation. Neural processes underlying perception of speech and other auditory stimuli may be less effective in poor readers; however, contrary to Tallal's hypothesis, rate may not be specifically affected. 相似文献
237.
The German schooling system selects children into different secondary school tracks already at a very early stage in life. School track choice heavily influences choices and opportunities later in life. It has often been observed that secondary schooling achievements display a strong correlation with parental income. We use sibling fixed effects models and information on a natural experiment in order to analyse whether this correlation is due to a causal effect of income or due to unobservable factors that themselves might be correlated across generations. Our main findings suggest that income has no positive causal effect on school choice and that differences between high- and low-income households are driven by unobserved heterogeneity, e.g. differences in motivation or parenting quality. 相似文献
238.
Kelli?NipperEmail author Thomas?Ricks Jeremy?Kilpatrick Lauren?Mayhew Sharren?Thomas Na?Young?Kwon Jacob?T.?Klerlein Dennis?Hembree 《Journal of Mathematics Teacher Education》2011,14(5):375-392
The purpose of this study was to better understand teacher tensions in professional development. The population under study
was practicing mathematics teachers engaged in a week-long professional development institute. Data sources included observations,
interviews, and teacher products (such as registration forms, surveys, journals, and notebooks). The data were analyzed to
determine what tensions were evident in the institute and how those tensions arose. In this paper, we examine participants’
tensions in a professional development situation when their expectations did not match reality. We have done so by presenting
a theoretical model of professional development based on an instructional rhombus that illuminates the actual and applicatory
aspects of teachers’ professional development experiences. The main tensions expressed by the teachers were related to the
content and pedagogy of the institute. This study points toward the importance of teachers’ expectations in professional development. 相似文献
239.
Mitchell Marcus 《Journal of The Franklin Institute》2004,341(3):215-221
Since the mid-1950s, John McCarthy has made seminal contributions to a remarkably diverse range of important areas in computer science. In this report, we examine several of these contributions: As one of the fathers of artificial intelligence, he originated the logic-based paradigm of artificial intelligence (AI) research, arguably both the most productive approach to AI problems to date and the most promising for the future. He invented the time shared use of computer systems for the interactive development of software, a technique that allowed a single computer of large capacity to appear to a large number of simultaneous users as if that machine were theirs alone. He invented the LISP programming language, creating a program language design for the first time that was based on mathematical foundations rather than a partial abstraction away from the underlying computer hardware. The practical impact of his work has been enormous. Functional programming languages, of which LISP was the first, remain widely used, and the programming language constructs he invented remain the basis of modern programming control structures. The notion of time sharing, which he invented, remains a principle paradigm for the use of large computers even today. McCarthy's use of logic was among the primary intellectual sources of logic programming and automated theorem proving, and of many of their important applications. 相似文献
240.
Marcus Schulzke 《Ethics and Information Technology》2010,12(2):127-138
The effect of violent video games is among the most widely discussed topics in media studies, and for good reason. These games
are immensely popular, but many seem morally objectionable. Critics attack them for a number of reasons ranging from their
capacity to teach players weapons skills to their ability to directly cause violent actions. This essay shows that many of
these criticisms are misguided. Theoretical and empirical arguments against violent video games often suffer from a number
of significant shortcomings that make them ineffective. This essay argues that video games are defensible from the perspective
of Kantian, Aristotelian, and utilitarian moral theories. 相似文献