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581.
Oliveira Sofia Roberto Magda Sofia Veiga-Simão Ana Margarida Marques-Pinto Alexandra 《Educational Psychology Review》2021,33(4):1779-1808
Educational Psychology Review - Over the last decades, extensive research has given considerable attention to teachers’ burnout. Owing to its negative personal, organizational, and social... 相似文献
582.
Aijuan Cun Samuel Abramovich Jordan M. Smith 《Library & information science research》2019,41(1):39-47
The emergence of maker culture has led to an increase of makerspaces across a variety of educational organizations, including public libraries. These makerspaces provide library patrons with new opportunities to learn and create through exploration, creation, and play. However, as the number of library makerspaces grows, so does the need for assessing learning in those same spaces. There is a small amount of research completed on assessing learning of makerspaces in public libraries. The researchers in this study examine patron use of a library makerspace through a theoretical framework based on modern assessment research. Soon after the study began, it was necessary to rethink the original research questions and methods in order to better understand how assessment could be effectively implemented. Findings include determining the scope of library makerspace participants and their assessment needs, potential assessments that can address those needs, and design implications for assessments in library makerspaces. 相似文献
583.
Claudia Brandst?tter Marta Jordan Richard Treutler Martina Pretterer 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(2):63-69
Hochschulen verursachen nicht nur Kosten, sondern generieren auch einen erheblichen Nutzen, da sie Geld- und Güterstr?me zwischen
der ?ffentlichen Hand, Privatpersonen und Unternehmen in Gang setzen. Daraus resultieren tangible (in Geldwerten messbare)
und intangible (nicht in Geldwerten messbare) Effekte, die durch den Betrieb einer Hochschule entstehen. Diese Auswirkungen
wurden für den Standort Kapfenberg der FH JOANNEUM erhoben. Aus der durchgeführten Analyse ergeben sich folgende Effekte:
aus kurzfristiger Sichtweise flie?en j?hrlich fast 3,0 Mio. € der Region Bruck/Mur-Kapfenberg zu, der mittelfristig in der
Region verbleibende Kaufkraftanteil betr?gt über 2,0 Mio. € und aus langfristiger Perspektive werden durch das Bestehen der
FH JOANNEUM Campus Kapfenberg fast 3,6 Mio. € an zus?tzlichem Einkommen in der Region Bruck/Mur-Kapfenberg induziert. Daneben
entstehen durch die Existenz einer Hochschule auch noch positive Effekte für eine Region, die nicht eindeutig quantifizierbar
sind. 相似文献
584.
Florence R. Sullivan Claire E. Hamilton Danielle A. Allessio Rachel J. Boit Alexandra D. Deschamps Tony Sindelar German E. Vargas Ramos Anthony Randall Nicholas Wilson Yan Zhu 《Educational technology research and development : ETR & D》2011,59(5):619-644
In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs)
for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study
of the effect of varying representational and interactional design features on a collaborative design activity in three online
synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations
(text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development
participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool
classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels
of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants
in the shared representations + text condition evidenced stronger learning outcomes as regards substantive discussion and
integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience.
These findings are explained by the concepts of representational guidance, representational bias, educational affordances
and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided. 相似文献
585.
Anna M. Makles Kerstin Schneider Alexandra Schwarz 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1229-1259
Education policy and educational practitioners have increased their demand for evidence-based knowledge. In 2003, the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) decided to establish a core dataset for individual-level administrative school statistics, the ?Kerndatensatz für schulstatistische Individualdaten“, to close the gaps in education statistics and to support evidence-based policy. In the federal state of Bremen, individual-level student data has been collected since 1997/98. These data are of great value for educational planning and policy, educational reporting, as well as educational research, as the analysis of individual educational trajectories depends on the availability of individual-level longitudinal data. Using the Bremen data, this paper demonstrates that highly relevant issues regarding the education system can indeed be analyzed with individual-level student data. Examples include: the effects of age at school entry, educational trajectories and graduation certificates. The results show that demographic information and critical events during early years of education are good predictors for educational success. These findings highlight the potential for student-level data in establishing education policy. 相似文献
586.
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588.
Anne Jordan Paula Stanovich 《International Journal of Disability, Development & Education》2001,48(1):33-52
The efficacy of placing students with special needs in inclusive classrooms may depend in part on how instructional factors contribute to student outcomes. Differences in frequencies and levels of cognitive engagement of interactions among nine teachers in inclusive elementary classrooms were related to three other variables: teachers' ratings on the Pathognomonic-Interventionist (PATH/INT) Scale, students' designation either as exceptional or at-risk (EX/AR) or as typically achieving (TA), and students' scores on the Piers Harris Children's Self-Concept Scale. Teachers with PATH beliefs, who attribute learning difficulties to permanent characteristics of the student that are beyond the teacher's mandate, interacted infrequently with their EX/AR students at low levels of cognitive engagement. Teachers with INT beliefs, who see themselves as responsible for the achievement of all their students irrespective of their disabilities, interacted with all students more frequently, and at higher levels of cognitive engagement. In contrast to the PATH teachers, their EX/AR students received more instructional interactions than their TA students. As expected, the EX/AR students in all classrooms had lower Piers Harris Self-Concept Total Scale scores than typically achieving students. However, both TA and EX/AR students had lower Self-Concept Total Scale scores in the classrooms of teachers with PATH beliefs, compared to students in the classrooms of INT teachers. The relationship is discussed between teachers' beliefs, their different patterns of instructional interactions with students with and without disabilities in inclusive classrooms, and the possible impact of instructional interventions on students' self-concept. 相似文献
589.
590.
AbstractEnvironmental educators in both formal and informal settings work to develop students’ environmental literacy, with the goal of developing adult citizens who care about the environment and are knowledgeable and prepared to engage in behaviours to address environmental issues. Yet little attention has been paid to educator environmental literacy. Here we report the findings from an interview study of formal educators from K-12 settings and informal educators from out-of-school settings. Overall, educators favoured personal-level behaviours. In addition, some educators reported poor environmental self-efficacy for three main reasons: the scale of the problem, other negative environmental behaviour that offsets positive behaviour, and the need for system-level behaviour Educators rarely engaged in system-level behaviour due to distrust of the system, inexperience, and the rejection of political or activist identity. 相似文献