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341.
The study used learning environment variables in investigating changes occurring as students transfer from primary to secondary
school, including the role of student sex and school size pathway as influencing factors in changes in learning environment
perceptions. The My Class Inventory (MCI) and Questionnaire on Teacher Interaction (QTI) were used in two data-gathering stages,
one in the penultimate month of primary schooling and the other in the fourth month of secondary schooling. The sample comprised
1500 students from 47 feeder primary schools and 16 linked secondary schools. The primary schools ranged from very small isolated
country schools to larger city schools with hundreds of students. Five different school size transition pathways were defined
for analysis: small-to-medium, medium-to-medium, small-to-large, medium-to-large and ‘within-school’ (involving schools with
a K-10 structure, but with separate primary and secondary school sites within the same campus). Although the classroom climate
in secondary schools was perceived more favourably than in primary schools (especially in terms of less friction and competitiveness),
the quality of teacher-student interaction was perceived to deteriorate on most dimensions assessed by the QTI (e.g. a reduction
in teachers' leadership, helping/friendly, understanding and student responsibility/freedom behaviours). But changes in environment
perceptions across transition varied with student sex and school size pathway. For example, perceptions of class satisfaction
across transition deteriorated for girls, but improved for the boys. The findings have implications for administrators and
teachers, particularly those with a role within the ‘middle school’ years.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
342.
Crystal I. Bryce Brittany L. Alexander Ashley M. Fraser Richard A. Fabes 《Psychology in the schools》2020,57(2):171-190
Hope—a multidimensional positive motivational state—is particularly salient with adolescents in the school setting. Cognitive hope focuses on goal attainment cognitions whereas behavioral hope focuses on actions required for goal attainment. Studies rarely examine the contribution of each type of hope to adolescents’ academic functioning and well-being. The present study examines the contributions of cognitive and behavioral hope to academic functioning (i.e., achievement and school engagement) and well-being (i.e., stress and anxiousness) across adolescence among 5th- through 12th-grade students (n = 643). When modeled concurrently, cognitive hope significantly predicted achievement, school engagement, anxiousness, and stress (high school only); however, aspects of behavioral hope only predicted school engagement. Findings provide evidence regarding the unique contribution of both types of hope in school settings and possible areas for intervention to foster hope in developmentally appropriate ways, depending on the age of the students and outcomes of interest. 相似文献
343.
Jeanette Eldridge Katie Fraser Tony Simmonds 《New Review of Academic Librarianship》2016,22(2-3):160-175
ABSTRACTHow do we best bridge the gap between the Library and the diverse academic communities it serves? Librarians need new strategies for engagement. Traditional models of liaison, aligning solutions to disciplines, are yielding to functional specialisms, including a focus on building partnerships. This paper offers a snapshot of realignment across the Russell Group from subject support to relationship management. It then follows the journey of a newly-formed Faculty and School Engagement Team. Techniques are explored for building relationship capital, anchored to a model Strategic Engagement Cycle. Theory is contrasted with the challenges of securing real buy-in to new ways of working amid diverging agendas and assumptions, notably within the Library itself. Consideration is given to the retention of aspects of subject librarian roles. Investment in a relationship management function demands staunch and ongoing commitment to fulfil its promise, not only from its performers but from across the library community. 相似文献
344.
346.
Floris M. Fraser Arlene Dolabaille Marsha Winter 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):235-252
The Alma Jordan Library (AJL) is located on the St. Augustine Campus, Trinidad and Tobago and is the largest academic library in the University of the West Indies' library system. This article examines interlibrary loan and document delivery (ILL/DD) services, discusses existing ILL/DD activities, and analyzes usage statistics at this Caribbean educational institution. It reviews the current literature that exists about ILL/DD in the Caribbean and other academic institutions outside the region. This article serves to add to the body of literature on this topic and provides practical recommendations for improving the current service. 相似文献
347.
Fraser Lauchlan 《Educational Psychology in Practice》2003,19(2):133-146
Chronic non-attendance has generally focused on the distinction between truancy and school refusal: the former has traditionally been linked to conduct disorder, the latter to separation anxiety disorder. However, research has demonstrated that truancy and school refusal exist in the absence of such disorders and, more significantly, that some children and young people exhibit the characteristics of both types of non-attendance behaviour. In the 1990s, a functional analysis became more popular in understanding the problem; that is, examining the reasons why pupils fail to attend school. This has led to more recognition of the schools' responsibility for the presenting difficulties. Research into the various intervention programmes available for tackling non-attendance has failed to find any conclusive evidence in favour of a particular approach. The effectiveness of intervention may depend upon an individual pupil's particular needs and his/her specific reasons for refusing to go to school, but also the importance of involving school and family in responding to the problem is outlined as a potentially key factor. 相似文献
348.
349.
The purpose of this study was to develop and validate a new learning environments instrument designed to aid investigators
and practitioners in measuring and researching the psychosocial learning environment in post-secondary distance education.
Using a three-stage approach, the Distance Education Learning Environments Survey (DELES) was developed, field-tested with
680 distance education students, and then validated. The DELES has 34 items allocated to six scales: (1) Instructor Support;
(2) Student Interaction and Collaboration; (3) Personal Relevance; (4) Authentic Learning; (5) Active Learning; and (6) Student
Autonomy. An additional scale of Enjoyment was included in this study to explore associations between the psychosocial learning
environment and student affective traits. Each learning environment item had a factor loading of at least 0.50 with its own
scale, and less than 0.50 with all other scales. The alpha reliability coefficient for each scale ranged from 0.75 to 0.94.
Simple correlations between Enjoyment and the DELES scales ranged from 0.12 to 0.31, with the scale of Personal Relevance
having the strongest correlation with Enjoyment when all other scales were mutually controlled. The DELES, an online instrument
that can be utilized by students at any location, eliminates data transfer errors and does not allow for non-responses, adding
to the overall validity of the instrument. The development of DELES relied extensively on literature pertaining to high-quality
distance education and expert content validation techniques. It treats distance learning as having a distinct social-psychological
climate unlike those found in other post-secondary classroom environments. 相似文献
350.
Attenuated performance during intense exercise with limited endogenous carbohydrate (CHO) is well documented. Therefore, this study examined whether caffeine (CAF) mouth rinsing would augment performance during repeated sprint cycling in participants with reduced endogenous CHO. Eight recreationally active males (aged 23?±?2?yr, body mass 84?±?4?kg, stature 178?±?7?cm) participated in this randomized, single-blind, repeated-measures crossover investigation. Following familiarization, participants attended two separate evening glycogen depletion sessions. The following morning, participants completed five, 6?s sprints on a cycle ergometer (separated by 24?s active recovery), with mouth rinsing either (1) a placebo solution or (2) a 2% CAF solution. During a fifth visit, participants completed the sprints without prior glycogen depletion. Repeated-measures ANOVA identified significant main effect of condition (CAF, placebo, and control [P?.05; effect size (ES)?=?0.850–0.897]), sprint (1–5 [P?.005; ES?=?0.871–0.986]), and interaction (condition?×?sprint [P?.05; ES?=?0.831–0.846]), for peak and mean power. The control condition exhibited the highest peak power (overall mean 760?±?77?W) and mean power (overall mean 699?±?83W) over the five sprints (P?.001 in both instances). CAF peak power (overall mean 643?±?79?W) was significantly greater than placebo (mean 573?±?79?W [P?.05; ES?=?0.850]). Additionally, CAF mean power (overall mean 589?±?80?W) was significantly greater than placebo (519?±?82?W [P?.05; ES?=?0.397]). These data indicate that mouth rinsing a caffeinated solution reduces decrements caused by CHO reduction, which may benefit athletes wishing to train in a low-CHO state. 相似文献