全文获取类型
收费全文 | 816篇 |
免费 | 10篇 |
专业分类
教育 | 648篇 |
科学研究 | 25篇 |
各国文化 | 6篇 |
体育 | 69篇 |
文化理论 | 5篇 |
信息传播 | 73篇 |
出版年
2023年 | 3篇 |
2022年 | 9篇 |
2021年 | 10篇 |
2020年 | 16篇 |
2019年 | 35篇 |
2018年 | 31篇 |
2017年 | 33篇 |
2016年 | 39篇 |
2015年 | 29篇 |
2014年 | 28篇 |
2013年 | 169篇 |
2012年 | 28篇 |
2011年 | 21篇 |
2010年 | 30篇 |
2009年 | 28篇 |
2008年 | 24篇 |
2007年 | 21篇 |
2006年 | 23篇 |
2005年 | 18篇 |
2004年 | 19篇 |
2003年 | 16篇 |
2002年 | 18篇 |
2001年 | 5篇 |
2000年 | 13篇 |
1999年 | 8篇 |
1998年 | 11篇 |
1997年 | 12篇 |
1996年 | 12篇 |
1995年 | 9篇 |
1994年 | 9篇 |
1993年 | 8篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 7篇 |
1989年 | 7篇 |
1988年 | 4篇 |
1987年 | 6篇 |
1986年 | 3篇 |
1984年 | 4篇 |
1983年 | 6篇 |
1982年 | 5篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 6篇 |
1978年 | 2篇 |
1977年 | 6篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1971年 | 2篇 |
1963年 | 2篇 |
排序方式: 共有826条查询结果,搜索用时 15 毫秒
91.
92.
Diana Rhoten 《教育政策杂志》2013,28(6):593-619
This research examined the international origins, national intentions, and local interpretations and actions of the most recent education decentralization movement in Argentina. As a mixed-method, multi-level study, the research was framed with the understanding that current reforms like education decentralization must be approached as contemporaneously constituted policies but historically constructed processes. Using historical methods and archival analysis, this research traced the patterns and pressures of the international policy environment in which policies like privatization, deregulation and decentralization have gained much attention. It reviewed Argentina's recent current educational decentralization laws in light of these global trends as well as their national and subnational context. Employing technical, political, and narrative methods of policy analysis, this research examined the degree of correspondence between the laws' international origins and national intentions and the actors' local interpretations and actions of them. Drawing from the ‘analytic narratives’ that resulted from this study, the bulk of this article compares actors' interpretations, re-actions, and en-actions of education decentralization in three provinces of Argentina. By assessing the relationship between the provinces' political, economic, and cultural contexts and the actors' interpretations and actions of education decentralization, the research concludes that both material capacities and symbolic identities affect the outcomes of education decentralization. 相似文献
93.
Rossana Bisceglia Michal Perlman Diana Schaack Jennifer Jenkins 《Early childhood research quarterly》2009,24(2):121-132
The psychometric properties of the Infant–Toddler Environment Rating Scale-Revised Edition (ITERS-R) were examined using 153 classrooms from child-care centers where resources were tied to center performance. An exploratory factor analysis revealed that the scale measures one global aspect of quality. To decrease redundancy, subsets of items were selected randomly and by experts who rated items according to ease of administration and importance to quality. The shorter subsets demonstrated good discriminant validity, adequate to good psychometric properties, and high associations to the full ITERS-R score. They also demonstrated similar associations to staff education and staff-to-child ratio, as the full instrument. The best assessment of quality was demonstrated by the shortened subset that included items that assess both structural and process features of quality. Multilevel-analyses indicated that classrooms from the same providers score more similarly on ITERS-R than classrooms from other providers. The implications for using the ITERS-R in high-stakes contexts are discussed. 相似文献
94.
Debra A. Murphy William D. Marelich Diane M. Herbeck Diana L. Payne 《Child development》2009,80(6):1676-1691
The influence of parenting skills on adolescent outcomes among children affected by maternal HIV/AIDS (N = 118, M age = 13) was investigated. Among families with more frequent family routines, over time adolescents showed lower rates of aggression, anxiety, worry, depression, conduct disorder, binge drinking, and increased self‐concept. Among families with higher levels of parental monitoring, adolescents showed significant declines in anxiety and depression, conduct disorder, and binge drinking, along with increased self‐concept. Mothers’ level of illness was associated with parenting. Greater variability in parental monitoring resulted in higher levels of problem behaviors. 相似文献
95.
Melissa A. Reid James C. DiPerna Paul L. Morgan Pui Wa Lei 《Psychology in the schools》2009,46(10):1023-1035
The purpose of this study was to examine the reliability and validity of scores from six early literacy probes developed for use with preschool‐age children. The literacy probes were administered to 84 preschoolers at three time points over a 6‐month period. Also, a criterion measure of early literacy skills was administered to a subset of students. Results indicated that the probes demonstrate adequate reliability for screening decisions, moderate to strong concurrent relationships with a criterion measure, and developmentally appropriate changes in children's early literacy skills over time. These results add to the growing body of evidence supporting the technical adequacy of general outcome measurement for use in monitoring the progress of preschoolers' academic skill development. © 2009 Wiley Periodicals, Inc. 相似文献
96.
Cynthia B. Powell Kim L. Pamplin Robert E. Blake Diana S. Mason 《Journal of Science Education and Technology》2010,19(2):126-132
Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry
tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY,
1997) as a part of the inservice training. Self-reported demographic data were used to identify factors in preparation and practice
that affected pretest and posttest scores. Data from the pretests and posttests indicate that nomenclature and problems requiring
calculations were the most challenging topics for the cohort. The participants who correctly completed 90% of the questions
in the tutoring modules showed significant improvement in content mastery. 相似文献
97.
This study of classroom discourse and other data from a physical science course for in-service teachers show the areas of
success and challenge of the participants in making claims supported by justifications. It also shows that the teachers learned
to make scientific claims and were able to make some justifications. Nevertheless, many found the process difficult. Some
of those who performed well in the course did not consider the pedagogy suitable for their own students. The implications
of the findings for elementary teacher education are discussed. 相似文献
98.
Tünde Varga-Atkins Mark O’Brien Diana Burton Anne Campbell Anne Qualter 《Journal of Educational Change》2010,11(3):241-272
Previous literature has demonstrated that networks can be valuable sources of professional learning. In 2005 all Liverpool
schools formed into ten Learning Networks with the aim of improving the quality, and entitlement of, continuing professional
development (CPD) for staff as part of a whole-scale local authority initiative. The Liverpool Learning Networks Research
explored professionals’ CPD experiences following this organizational change and whether it has enhanced their practice. Triangulated
data, a large-scale survey and qualitative interviews conducted in 2007, seem to suggest that where professionals benefited
from professional learning in a networked context, the quality of the networked CPD as well as a positive school culture and
intra-school collaboration were all important contributors to the success of networked-CPD. This finding can usefully apply
Turbill’s (Teacher learning for educational change. Open University Press, Buckingham, 94–114, 2002) model of professional learning to the intersection between school-based and networked-CPD, which suggests that it is at
this intersection between internal and external domains that teacher learning can take place. Two scenarios, where this interplay
between school-based and networked CPD is positive (enhancement) or negative (tension), are reported through five case studies
of professionals underpinned by the survey data, where relevant. 相似文献
99.
Whilst an academic working in the arts may have been appointed as a consequence of artistic accomplishment and a capacity to teach, the research that underpins such work is an intrinsic part of its production and also needs to be recognised. In Australia, the ability of the artist‐academic to translate research into a form that is respected and rewarded is an issue of contention. This paper gathers responses to this issue. Perceptions of and attitudes to creative work as research are canvassed alongside life decisions arising from those perceptions and attitudes. This research occurs in the context of a new Australian framework for the evaluation of research. This framework offers some recognition of the research that supports creative practice. Thus, the long‐standing experience of compromise reported by the Australian artist‐academics interviewed for this study are discussed alongside new policies that seek to construct methodologies for its amelioration. 相似文献
100.
Diana Valero Gisella Redondo-Sama Carmen Elboj 《International Journal of Inclusive Education》2018,22(7):787-802
Student’s learning is the result of a large number of interactions in all areas. Consequently, with an increasing number of intercultural students, we need to bring to the classrooms successful educational actions that enhance interactions and that have an impact on improving education. Based on the CONEXITO project, this article shows how interactive groups (IGs) have contributed to increase not only the educational success of native students but also the success of immigrant students in different schools of Spain, for which IGs have particular educational outcomes. The communicative qualitative data presents evidence that, especially focusing on them, IGs increase instrumental learning and facilitate the bonds of solidarity and mutual help. 相似文献