全文获取类型
收费全文 | 1001篇 |
免费 | 29篇 |
国内免费 | 2篇 |
专业分类
教育 | 874篇 |
科学研究 | 15篇 |
各国文化 | 13篇 |
体育 | 34篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 90篇 |
出版年
2023年 | 5篇 |
2022年 | 3篇 |
2021年 | 9篇 |
2020年 | 15篇 |
2019年 | 33篇 |
2018年 | 30篇 |
2017年 | 39篇 |
2016年 | 39篇 |
2015年 | 28篇 |
2014年 | 37篇 |
2013年 | 201篇 |
2012年 | 17篇 |
2011年 | 17篇 |
2010年 | 17篇 |
2009年 | 28篇 |
2008年 | 29篇 |
2007年 | 25篇 |
2006年 | 21篇 |
2005年 | 26篇 |
2004年 | 27篇 |
2003年 | 33篇 |
2002年 | 24篇 |
2001年 | 19篇 |
2000年 | 27篇 |
1999年 | 23篇 |
1998年 | 17篇 |
1997年 | 12篇 |
1996年 | 18篇 |
1995年 | 12篇 |
1994年 | 20篇 |
1993年 | 11篇 |
1992年 | 19篇 |
1991年 | 14篇 |
1990年 | 9篇 |
1989年 | 15篇 |
1988年 | 15篇 |
1987年 | 12篇 |
1986年 | 8篇 |
1985年 | 12篇 |
1984年 | 15篇 |
1983年 | 5篇 |
1982年 | 8篇 |
1981年 | 9篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 4篇 |
1970年 | 2篇 |
排序方式: 共有1032条查询结果,搜索用时 31 毫秒
921.
Judith Zimmermann Alina A. von Davier Joachim M. Buhmann Hans R. Heinimann 《European Journal of Engineering Education》2018,43(1):144-165
Graduate admission has become a critical process in tertiary education, whereby selecting valid admissions instruments is key. This study assessed the validity of Graduate Record Examination (GRE) General Test scores for admission to Master’s programmes at a technical university in Europe. We investigated the indicative value of GRE scores for the Master’s programme grade point average (GGPA) with and without the addition of the undergraduate GPA (UGPA) and the TOEFL score, and of GRE scores for study completion and Master’s thesis performance. GRE scores explained 20% of the variation in the GGPA, while additional 7% were explained by the TOEFL score and 3% by the UGPA. Contrary to common belief, the GRE quantitative reasoning score showed only little explanatory power. GRE scores were also weakly related to study progress but not to thesis performance. Nevertheless, GRE and TOEFL scores were found to be sensible admissions instruments. Rigorous methodology was used to obtain highly reliable results. 相似文献
922.
Einat Lichtinger Judith Leichtentritt 《Journal of Education for Students Placed at Risk》2016,21(2):104-117
This study examines changes experienced by teachers of youth at socioeconomic risk during and after conducting self-regulation programs with their students. Participants' self-reports were classified into 3 change models. Teachers in the 1st model reported changes in their interaction with the school, their role with the students, and their own self-regulation. Those in the 2nd model experienced a partial process centered mainly on their handling of the classroom and on changes in themselves. In the 3rd model teachers reported virtually no change as a result of implementing the program. The implications for teachers of at-risk youth are examined. 相似文献
923.
Judith Loveridge Stephanie Doyle Niusila Faamanatu-Eteuati 《British Journal of Sociology of Education》2018,39(3):333-347
There is substantial research about international postgraduate students but little research about their experiences as parents or their children’s experiences. We focus on four postgraduate international students with young children navigating early childhood education and care in New Zealand. A narrative analysis, informed by socio-cultural understandings of learning and post-structuralist understandings of identity, revealed emotional complexities, stress and transformation as parents and children made many transitions. Parents wanted their own culture respected and their host culture decoded. Families experienced tensions around the use of home and host languages as they juggled children’s present and future linguistic needs. Supporting international students in their family identity has positive effects for them, their children and their doctoral studies, and hence for universities. Further research about the experiences of international students who are parents and of their children could assist in the formulation of policies to effect such support. 相似文献
924.
Judith?A.?MorrisonEmail author Amy?Roth McDuffie Valarie?L.?Akerson 《International Journal of Science and Mathematics Education》2005,3(3):379-406
Preservice teachers in a science methods course were provided instruction on performance assessment, then guided through a
design and implementation process of performance assessment tasks. We assessed the effect of designing and implementing a
performance assessment task on preservice teachers' understanding of standards-based assessment. The findings show that these
preservice teachers improved in their understanding of assessment as a formative process as well as their science content
understanding of the topic addressed in their designed task. We found that preservice teachers need to experiment with performance
assessment tasks in an authentic context in order to understand the full potential and value of the task. 相似文献
925.
Judith Everington 《British Journal of Religious Education》2019,41(1):14-26
Although the teaching of nonreligious worldviews has been advocated in a Council of Europe Recommendation, few European countries include such a study in religious education (RE). Guidance on implementing the Recommendation recognises that inclusion is problematic, raising issues for policymakers, teacher trainers and schools. In this article, findings from a qualitative study of the views and experiences of 25 RE teachers in England are used to identify and explore a range of issues, in relation to national and international debates and research. Examples of inclusion and the models that they suggest are considered and it is argued that major obstacles, such as limited time and lack of a framework for the integration of religious and nonreligious worldviews, can be of overcome. However, it is concluded that this will require further research and curriculum development work and that international collaboration should be pursued. 相似文献
926.
The monozygotic (MZ) twin differences method was used to investigate nonshared environmental (NSE) influences independent of genetics. Four-year-old MZ twin pairs (N = 2,353) were assessed by their parents on 2 parenting measures (harsh parental discipline and negative parental feelings) and 4 behavioral measures (anxiety, prosocial behavior, hyperactivity, and conduct problems). Within-pair differences in parenting correlated significantly with MZ differences in behavior, with an average effect size of 3%. For the extreme 10% of the parenting-discordant and behavior-discordant distributions, the average NSE effect size was substantially greater (11%), suggesting a stronger NSE relationship for more discordant twins. NSE relationships were also stronger in higher risk environments, that is, families with lower socioeconomic status, greater family chaos, or greater maternal depression. 相似文献
927.
Lothian JA 《The Journal of perinatal education》2005,14(4):36-39
In this column, a childbirth educator describes feeling overwhelmed and alone in her work. Collaboration is presented as a key agent to creating change, staying connected, and “keeping going.” The Cochrane Library, the Coalition for Improving Maternity Services, the ongoing collaboration of Lamaze International with the Maternity Center Association and DONA International, and birth networks are presented as examples of valuable collaborations. Childbirth educators benefit from these collaborative efforts by being able to access and use evidence-based information and to feel connected with like-minded colleagues. 相似文献
928.
Stephanie San Miguel Bauman Nina Wang Carrie Wester DeLeon Judith Kafentzis MariaAnita Zavala‐Lopez Mary Sue Lindsey 《Journal of College Counseling》2004,7(1):13-17
In response to a mail survey, 53 nontraditional undergraduates provided information about their reasons for reentering college, the likelihood of using services for nontraditional students, and sources of social support. Participants reported career, self‐improvement, and family issues as primary reasons for reentry. They reported they would be likely or very likely to use campus services, especially career counseling. More than 60% reported strong social support from family and friends. 相似文献
929.
OBJECTIVE: To measure the durability of improvement in response to two alternative treatments for sexually abused children. METHOD: Eighty-two sexually abused children ages 8-15 years old and their primary caretakers were randomly assigned to trauma-focused cognitive-behavioral therapy (TF-CBT) or non-directive supportive therapy (NST) delivered over 12 sessions; this study examines symptomatology during 12 months posttreatment. DATA ANALYSIS: Intent-to-treat and treatment completer repeated measures analyses were conducted. RESULTS: Intent-to-treat indicated significant group x time effects in favor of TF-CBT on measures of depression, anxiety, and sexual problems. Among treatment completers, the TF-CBT group evidenced significantly greater improvement in anxiety, depression, sexual problems and dissociation at the 6-month follow-up and in PTSD and dissociation at the 12-month follow-up. CONCLUSION: This study provides additional support for the durability of TF-CBT effectiveness. 相似文献
930.
Memory and Speed: Their Role in the Relation of Infant Information Processing to Later IQ 总被引:2,自引:0,他引:2
This study examined the extent to which memory and processing speed accounted for relations we had found earlier between infant information processing and childhood IQ. The measures of speed and memory were obtained when the children were 11 years of age using paper-and-pencil tasks and an extensive battery of computer-administered tasks. The relations of 7 month visual recognition memory and 1 years cross-modal transfer to 11 years IQ were both substantially reduced with statistical control of factors dericed from these measures. These results suggest that speed and memory underlie some of the infant-childhood continuities in cognition. Path and stuctural equation modeling indicated that the significant pathways from 7 month visual recognition memory to 11 year IQ were nboth directr and indirect, the indirect paths going through memory and speed. 相似文献