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61.
62.
Margaret Vaughn Seth A. Parsons Sarah Cohen Burrowbridge Janice Weesner Laurel Taylor 《理论付诸实践》2016,55(3):259-266
Current research explores adaptability by gathering teachers' reflections on their adaptations. However, the field knows little of what the term adaptability means to teachers who currently teach in today's educational context. In this article, adaptability is discussed from the perspectives of 3 practicing classroom educators, teaching in various contexts (geographic region and grade level). Teachers' voices of adaptability are examined and a definition of adaptability is discussed. Obstacles are presented in these teachers' efforts to adapt their instruction in their respective contexts. Teachers then discussed the ways in which they navigated these obstacles to modify their instruction to fit a variety of learners and experiences despite these constraints. 相似文献
63.
Educating students with mild disabilities in general education classrooms: Minnesota alternatives 总被引:1,自引:0,他引:1
This article reports two major data collection efforts conducted during successive years. Study 1 examined the relationship between the school effectiveness variables identified in the Minnesota Educational Effectiveness Project (MEEP), and the attitudes and achievement of students in 31 MEEP schools. Study 2, which focused on 11 of the Study 1 schools, compared the instructional programs provided to students with mild disabilities in three integrated programs in these 11 schools, with those provided by conventional resource "pull-out" programs in three other schools. We not only contrasted program characteristics, but analyzed differences between program characteristics and cognitive and affective outcomes. Results do not provide a strong basis for concluding that general efforts at school improvement will provide the framework for improved outcomes among low-achieving students. 相似文献
64.
教育政策和实践总是处在困境之中,这是困扰政策制定者和实践者的问题.本文着力从教育政策和实践所面临的困境、如何处理困境的角度,重新审视政策和实践两者的关系,并从政策目标、政策工具和实践中的能力三方面对其展开论述,以期在冲突的基础上促进教育政策和实践间的融合. 相似文献
65.
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67.
Harriet L. Cohen 《Educational gerontology》2013,39(7):599-620
To be old in our society is to be devalued. To be old and female is to experience double oppression. This article reports on a study that examined how television both reinforces and resists the prevailing images of older women in Western society. Two randomly selected television rerun episodes of The Golden Girls were selected to use as a trigger event with members of a graduate course in Social Work with older adults at a major southeastern university. The study found that television reflects societal discourse about aging by providing unchallenged images of older women and their lives. Given the power of television, educators and gerontologists must teach students to develop critical thinking and media literacy skills that challenge and deconstruct television's images about older women and to advocate for new programming that reflects more accurate and diverse portrayals of older women. 相似文献
68.
Harriet L. Cohen Mark H. Sandel Cecilia L. Thomas Thomas R. Barton 《Educational gerontology》2013,39(4):329-346
During the coming years the number of older adults will increase dramatically, which will require a corresponding increase in the number of social workers who have accurate knowledge of this population. This article reports the impact focus groups with older adults and with service providers who work with older adults and their families have on baccalaureate social work (BSW) students. We find that BSW students exposed to focus groups have their negative attitudes about older adults and service providers deconstructed and replaced with more positive and accurate information about older adults. When students' misconceptions about older adults are confronted, they become more interested in choosing geriatric social work as a career option. 相似文献
69.
Age versus schooling effects on intelligence development 总被引:1,自引:0,他引:1
The effect of formal education, as opposed to chronological age, on intelligence development has suffered from inadequate empirical investigation. Most studies of this issue have relied on natural variation in exposure to school among children of the same age, thus confounding differences in schooling with differences in other intelligence-related variables. This difficulty can be overcome by a quasi-experimental paradigm involving comparison between children who differ in both chronological age and schooling. The present study applies this paradigm to the estimation of the independent effects of age and schooling in grades 5 and 6 on raw scores obtained on a variety of general ability tests. The sample included all students in Jerusalem's Hebrew-language, state-controlled elementary schools. The results unambiguously point to schooling as the major factor underlying the increase of intelligence test scores as a function of age and to the larger effect schooling has on verbal than nonverbal tests. These results contribute to our understanding of the causal model underlying intelligence development and call for reconsideration of the conceptual basis underlying the definition of deviation-IQ scores. Some implications of these results concerning the distinction between intelligence and scholastic achievement, the causal model underlying the development of "crystallized" and "fluid" abilities, and the notion of "culture-fair" tests are discussed. 相似文献
70.
In this study, the effectiveness of detection of differential item functioning (DIF) and testlet DIF using SIBTEST and Poly-SIBTEST
were examined in tests composed of testlets. An example using data from a reading comprehension test showed that results from
SIBTEST and Poly-SIBTEST were not completely consistent in the detection of DIF and testlet DIF. Results from a simulation
study indicated that SIBTEST appeared to maintain type I error control for most conditions, except in some instances in which
the magnitude of simulated DIF tended to increase. This same pattern was present for the Poly-SIBTEST results, although Poly-SIBTEST
demonstrated markedly less control of type I errors. Type I error control with Poly-SIBTEST was lower for those conditions
for which the ability was unmatched to test difficulty. The power results for SIBTEST were not adversely affected, when the
size and percent of simulated DIF increased. Although Poly-SIBTEST failed to control type I errors in over 85% of the conditions
simulated, in those conditions for which type I error control was maintained, Poly-SIBTEST demonstrated higher power than
SIBTEST. 相似文献