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In this paper, the idea of coming into presence and an epistemology that recognises the agency of the learner in the construction of knowledge is developed as an organising
framework for reconceptualising design education. Design is typically taught as a problem solving exercise based on a representational
epistemology. A critique of the representational epistemology is presented. The idea of design as coming into presence is introduced and exemplified though considerations of implicate order, context, and closure. It is suggested that an epistemology
of presence provides a better alignment between how people experience the world through design and the ways in which they
engage with it both intellectually and practically. 相似文献
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Panayota Mantzicopoulos Brian F. French Helen Patrick J. Samuel Watson Inok Ahn 《Educational Assessment》2018,23(1):24-46
To meet recent accountability mandates, school districts are implementing assessment frameworks to document teachers’ effectiveness. Observational assessments play a key role in this process, albeit without compelling evidence of their psychometric rigor. Using a sample of kindergarten teachers, we employed Generalizability theory to investigate (across teachers, raters, and lessons) the stability of scores obtained with two different observation measures: The CLASS K-3 and the FFT. We conducted a series of Decision studies to document (for both measures’ constituent domains) the number of lessons per teacher and raters per lesson that would justify the use of observation scores for high stakes decisions. Acceptable, stable scores for individual-level decisions about teachers may generally require more raters and lessons than is typically used in practice (1–2 raters and fewer than 3 lessons). The considerable variability of observation-based scores raises concerns about either measure’s appropriateness for making individual or group decisions about teachers’ effectiveness. 相似文献
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Patrick R. McGuire Mable Kinzie Kateri Thunder Robert Berry 《Early education and development》2016,27(1):89-109
Research Findings: This study analyzed the quality of teacher–child interactions across 10 videotaped observations drawn from 5 different prekindergarten classrooms delivering the same mathematics curriculum: MyTeachingPartner–Math. Interactions were coded using 2 observational measures: (a) a general measure, the Classroom Assessment Scoring System (CLASS); and (b) a math-specific measure, the Classroom Observation of Early Mathematics–Environment and Teaching (COEMET). Practice or Policy: High correlations were found between the 2 measures, suggesting that the CLASS may serve as a sufficient metric to determine the quality of mathematics instruction in prekindergarten, though the COEMET may provide finer grained detail about teachers’ practice. Results indicate that the quality of mathematics instruction provided by teachers generally fell in the low- to medium-quality range and did not differ significantly across curriculum-related contextual factors. 相似文献
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Curt M. Adams Jordan K. Ware Ryan C. Miskell Patrick B. Forsyth 《The Journal of educational research》2016,109(2):169-180
This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance. 相似文献
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Patrick Otto 《Christian Higher Education》2016,15(5):252-262
The Christian university has a distinct responsibility to provide an environment devoted to the spiritual formation of students. Spiritual formation is not to be viewed as the only important goal of the university, thereby sacrificing intellectual or relational development, but rather spiritual formation is the aggregate “product” of the Christian college. It is a culminating attribute produced holistically from the collection of experiences gained while attending the Christian college. Christian higher education has distinct advantages in its history of spiritual formation while also facing significant challenges. Yet as the Christian colleges are true to their calling, there are few institutions better positioned to examine the spiritual formation of their students. This article reviews various aspects of this spiritual formation. 相似文献