全文获取类型
收费全文 | 908篇 |
免费 | 15篇 |
专业分类
教育 | 611篇 |
科学研究 | 41篇 |
各国文化 | 20篇 |
体育 | 139篇 |
文化理论 | 11篇 |
信息传播 | 101篇 |
出版年
2023年 | 2篇 |
2022年 | 9篇 |
2021年 | 9篇 |
2020年 | 27篇 |
2019年 | 20篇 |
2018年 | 47篇 |
2017年 | 35篇 |
2016年 | 43篇 |
2015年 | 29篇 |
2014年 | 30篇 |
2013年 | 240篇 |
2012年 | 29篇 |
2011年 | 36篇 |
2010年 | 31篇 |
2009年 | 25篇 |
2008年 | 27篇 |
2007年 | 23篇 |
2006年 | 24篇 |
2005年 | 25篇 |
2004年 | 21篇 |
2003年 | 14篇 |
2002年 | 12篇 |
2001年 | 15篇 |
2000年 | 13篇 |
1999年 | 7篇 |
1998年 | 8篇 |
1997年 | 11篇 |
1996年 | 7篇 |
1995年 | 4篇 |
1994年 | 9篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 10篇 |
1990年 | 10篇 |
1989年 | 8篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1984年 | 3篇 |
1983年 | 3篇 |
1980年 | 2篇 |
1978年 | 2篇 |
1976年 | 3篇 |
1972年 | 3篇 |
1971年 | 2篇 |
1970年 | 2篇 |
1969年 | 2篇 |
1964年 | 5篇 |
1916年 | 1篇 |
排序方式: 共有923条查询结果,搜索用时 15 毫秒
61.
62.
63.
Carl Parsons Ray Godfrey Keith Howlett Carol Hayden & Tim Martin 《Pastoral Care in Education》2001,19(4):4-15
This article reports and discusses a study which followed up, through case records, 726 children excluded permanently, indefinitely or for fixed–term periods in 1993/4 in 10 LEAs. The outcomes at secondary level in 1998/9 were found to be moderately poor with the problems intensifying for half the sample. Forty six per cent had further primary school exclusions and 36 per cent received exclusions in their secondary education. Looked–after children and those with special educational needs fared worse and achieved less. Case studies showed the kinds of commitment and support that can work even with very difficult cases. 相似文献
64.
65.
Tim McCowan 《British Journal of Religious Education》2017,39(3):269-278
This paper examines research findings from an experiential model of interfaith education called the Building Bridges through Interfaith Dialogue in Schools Programme (BBP). The BBP has been operating continuously in Melbourne, Australia since 2004. In the research, participating students were interviewed and surveyed to assess the effect of this experiential interfaith education programme on their knowledge, attitudes, perspectives and behaviour toward those from different religious and cultural backgrounds to them. Some of the data from those interviews are included in this article. The findings identify that the programme promoted religious literacy, (including improved knowledge, understanding and appreciation for different religious and cultural traditions and their practices), dismantled prejudice from ignorance and overly generalised stereotypes of others, and promoted social inclusion and cohesion. 相似文献
66.
J. Patrick Meyer Justin B. Doromal Xiaoxin Wei Shi Zhu 《Research in higher education》2017,58(5):545-567
We developed a criterion-referenced student rating of instruction (SRI) to facilitate formative assessment of teaching. It involves four dimensions of teaching quality that are grounded in current instructional design principles: Organization and structure, Assessment and feedback, Personal interactions, and Academic rigor. Using item response theory and Wright mapping methods, we describe teaching characteristics at various points along the latent continuum for each scale. These maps enable criterion-referenced score interpretation by making an explicit connection between test performance and the theoretical framework. We explain the way our Wright maps can be used to enhance an instructor’s ability to interpret scores and identify ways to refine teaching. Although our work is aimed at improving score interpretation, a criterion-referenced test is not immune to factors that may bias test scores. The literature on SRIs is filled with research on factors unrelated to teaching that may bias scores. Therefore, we also used multilevel models to evaluate the extent to which student and course characteristic may affect scores and compromise score interpretation. Results indicated that student anger and the interaction between student gender and instructor gender are significant effects that account for a small amount of variance in SRI scores. All things considered, our criterion-referenced approach to SRIs is a viable way to describe teaching quality and help instructors refine pedagogy and facilitate course development. 相似文献
67.
Although there are policy calls for educational research to discover ‘what works’ and thereby inform decision making directly, the research literature argues instead for research to have a ‘conceptual’ impact on practice. Empirical studies also suggest that, when teachers use research, their use is conceptual; research influences the content and the process of their thinking, changing attitudes and perceptions and making educational decision making more intelligent. This study investigates the ways in which educational research has achieved impact on practice from the perspective of the researchers. A sample of highly-rated impact case studies in the UK’s research assessment exercise (REF2014) were subject to content analysis, using qualitative coding techniques. Analysis shows that most research is ‘invisible’ to education practitioners because it is embedded in educational policies, technologies, and services. This ‘invisible use’ is unlikely to realise the conceptual benefits claimed for research utilisation. If educational research is to make educational decision making more intelligent at its point of use, it will be necessary to re-think current notions of quality in research impact. 相似文献
68.
69.
M. Tim Mainhard Mieke BrekelmansPerry den Brok Theo Wubbels 《Contemporary educational psychology》2011,36(3):190-200
In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year. 相似文献
70.