全文获取类型
收费全文 | 623篇 |
免费 | 17篇 |
专业分类
教育 | 509篇 |
科学研究 | 16篇 |
各国文化 | 5篇 |
体育 | 30篇 |
文化理论 | 8篇 |
信息传播 | 72篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 9篇 |
2020年 | 11篇 |
2019年 | 18篇 |
2018年 | 20篇 |
2017年 | 30篇 |
2016年 | 20篇 |
2015年 | 24篇 |
2014年 | 27篇 |
2013年 | 120篇 |
2012年 | 32篇 |
2011年 | 25篇 |
2010年 | 29篇 |
2009年 | 22篇 |
2008年 | 23篇 |
2007年 | 23篇 |
2006年 | 16篇 |
2005年 | 16篇 |
2004年 | 11篇 |
2003年 | 20篇 |
2002年 | 21篇 |
2001年 | 13篇 |
2000年 | 9篇 |
1999年 | 6篇 |
1998年 | 5篇 |
1997年 | 11篇 |
1996年 | 13篇 |
1995年 | 4篇 |
1994年 | 7篇 |
1993年 | 7篇 |
1992年 | 1篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1988年 | 4篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 3篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1946年 | 1篇 |
1840年 | 1篇 |
排序方式: 共有640条查询结果,搜索用时 0 毫秒
631.
632.
Carolyn Gutman Shira Hantman Miriam Ben-Oz Wendy Criden Roxana Anghel Shula Ramon 《Educational gerontology》2013,39(3):186-197
This article examines the contribution of older adults as co-researchers to the evaluation of a gerontological social work course. The evaluation was conducted at an Israeli college as part of a collaborative project with a United Kingdom university. Here, we follow the older adults who are service users through their transition to the role of co-researchers and reflect on their experiences in the process. Insights gained by the different stakeholders from the co-researching experience are discussed, and the growing interest in service-user contributions to social work education in various fields such as aging and disabilities is recognized. 相似文献
633.
We propose the concept of cultural validity as a form of test validity in science assessment. The conceptual relevance of cultural validity is supported by evidence that culture and society shape an individual's mind and thinking. To attain cultural validity, the process of assessment development must consider how the sociocultural context in which students live influences the ways in which they make sense of science items and the ways in which they solve them. These sociocultural influences include the values, beliefs, experiences, communication patterns, teaching and learning styles, and epistemologies inherent in the students' cultural backgrounds, as well as the socioeconomic conditions prevailing in their cultural groups. We contend that current approaches to handling student diversity in assessment (e.g., adapting or translating tests, providing assessment accommodations, estimating test cultural bias) are limited and lack sociocultural perspective. We find that attaining cultural validity may conflict with current basic principles and assumptions in testing, such as item independence and standardization. We discuss the ways in which adopting cultural validity as a criterion for test validity makes it necessary to shift assessment paradigms and adopt new procedures for assessment development. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 553–573, 2001 相似文献
634.
Wendy C. Budin 《The Journal of perinatal education》2009,18(2):1-3
In this column, the editor of The Journal of Perinatal Education (JPE) discusses why there is a need for transparency to improve maternity care. The editor also describes the contents of this JPE issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote normal birth. 相似文献
635.
Brian K. Payne Wendy P. Guastaferro Sadie Mummert 《Journal of Criminal Justice Education》2013,24(4):546-561
Past research has considered factors that contribute to students’ attitudes about group projects. Much of this research has focused on the influence of demographic characteristics such as gender, race, and age. This study extends that past research and considers whether participating in group projects potentially changes students’ attitudes about group projects. Surveys were conducted with 85 students, 48 of whom had just completed a group project. Results showed that students who just completed a group project had slightly different attitudes about group projects than those who did not. Attention was also given to the total number of group projects to which students were exposed. Analyses showed that those who were exposed to more group projects held different attitudes about group projects than those who had fewer group projects. Implications are provided. 相似文献
636.
637.
638.
Lidy van der Worp-van der Kamp Sip Jan Pijl Wendy J. Post Jan O. Bijstra Els J. van den Bosch 《Educational studies》2016,42(1):72-84
This study aims to assess the impact of systematic academic instruction on academic progress and behavioural problems of students with emotional and/or behavioural disorders (EBD) in special education. Earlier studies have noted the importance of a systematic approach as well as the significance of focusing on academic instruction instead of on behaviour. On the basis of these studies, it was hypothesised that the amount of teachers’ systematic academic instruction positively influences the academic progress of students with EBD as well as their behaviour. The amount of systematic academic instruction by teachers in daily teaching (N = 88) and the behaviour and academic progress of a sample of their students (N = 234) were measured and analysed by means of multilevel analyses. The results show a significant relationship between systematic academic instruction and academic outcomes. However, academic outcomes taking into account previous academic performance and behavioural outcomes could not be related to systematic academic instruction. Implications for research on the daily practice of special education are discussed. 相似文献
639.
Peer Groups as a Context for School Misconduct: The Moderating Role of Group Interactional Style 下载免费PDF全文
Wendy Ellis Lynne Zarbatany Xinyin Chen Megan Kinal Lisa Boyko 《Child development》2018,89(1):248-263
Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (Mage = 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were observed in a limited‐resource task and a group conversation task, and negative and positive group interactional styles were assessed. Multilevel modeling indicated that membership in groups that were higher on school misconduct predicted greater school misconduct only when the groups were high on negative or low on positive interactional style. Results suggest that negative laughter and a coercive interactional style may intensify group effects on children's misconduct. 相似文献
640.