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Albert Tuijnman 《International Journal of Lifelong Education》2013,32(4):275-285
A path model of the lifelong education cycle is developed and estimated, using data relevant to a Swedish cohort of men and the method of linear structural relations analysis. The estimates are used to address the question as to whether adult education, by offsetting differences in educational backgrounds, has reduced the gap in educational attainment between the initially poorly‐educated and well‐educated groups comprising the sample studied. The results show that a cycle of accumulation is in operation, so that the quality of earlier experiences of education predict the quality and amount of educational experiences subsequently gathered. Hence, as the expansion of adult education has served to reinforce inequality of educational attainment, at least for the group of Swedish men studied, the accumulation hypothesis is supported. However, because the stability coefficients found in the model are only of modest size, it is concluded that there is room for interventionist policy designed to influence the social distribution of adult education resources. 相似文献
487.
Despite being plagued by serious conceptual problems, underachievement ranks among the most popular constructs in research on the gifted. Many of its problems have their roots in the use of the IQ as the supposedly best method of measuring ability levels. Only a few decades ago the opinion was still widespread that the IQ-based construct of underachievement, having withstood neither its empirical nor its theoretical test, ought to be abandoned. Since then, some points of criticism have simply been forgotten. In this article we therefore take up and follow a few of the broken threads within the discussion. To this end, we present a thorough analysis of the implications of the IQ-based underachievement concept. First we present a definition of underachievement and provide a brief overview of the history of the construct. We then enumerate the theoretical, methodological, and empirical problems of the IQ-based construct. 相似文献
488.
This study was situated within a year-long, statewide technology integration initiative designed to support technology integration within science, technology, engineering, and math classrooms. It examined the elements used in student artifacts in an attempt to investigate trends in digital artifact creation. Among several conclusions, this examination highlighted areas of significant improvement in student use of technology, such as an increase in the creation of PowerPoint presentations and the inclusion of multimedia elements. The study also highlighted areas for improvement, such as the low cognitive demand for content in the majority of the artifacts. 相似文献
489.
Edward Pecukonis Valire Carr Copeland Gary S. Cuddeback Mark S. Friedman Steven M. Albert 《Journal of Teaching in Social Work》2013,33(2):132-147
This article reports the findings of a 2-day public health social work (PHSW) summit that brought together PHSW educators, practitioners, and administrators to generate ideas for preparing the next generation of PHSW leaders. Data from focus groups revealed four themes: the importance of PHSW in our healthcare delivery system, the need for public health social workers to develop their professional identity, the significance of branding/promoting PHSW, and the favorable consequences of infusing PHSW content into social work curricula. Attendees generated ideas for bringing PHSW forward and provided recommendations to accrediting bodies for highlighting the importance of PHSW. 相似文献
490.
Marion Händel Xiaoju Duan Margaret Sutherland Albert Ziegler 《International Journal of Science Education》2013,35(6):887-907
Across several countries, science is often regarded as unpopular and a male-dominated domain. Furthermore, the number of students who are interested in science education or intend to work in the field of science is relatively low. This might be due to expectations adolescents hold towards science and successful scientists. The current cross-national study investigates the expectations of students in relation to highly achieving peers in science education in the three countries China, Germany and Russia (N?=?420). Students were asked to indicate their expectations about two fictitious new classmates with respect to three categories: intelligence, social competence and eagerness. Besides national differences, differences concerning the gender of the participating students, the gender of the target students (fictitious highly achieving students in science education) and interaction effects were investigated. Whereas the effects of gender and target gender are inconsistent and negligible, there are significant national differences. Notably, Chinese students hold the most positive expectations about successful peers in science education. The results are discussed with regard to possible explanations and educational consequences. 相似文献