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131.
Jeanne M. Connell 《Educational theory》2008,58(1):103-122
A bstract . In this review essay, Jeanne Connell examines the influence of pragmatic philosophy on the scholarly works of twentieth-century literary theorist and English educator Louise Rosenblatt through the lens of a recent collection of her essays originally published between 1936 and 1999. Rosenblatt grounded her transactional theory of literature in pragmatic philosophy, particularly the epistemological constructs of John Dewey. While influential as a pioneer in the early development of reader-response theory, Rosenblatt's theory has only recently been given attention by philosophers of education. Making Meaning with Texts: Selected Essays is an important collection of articles and book chapters that highlights the evolution of her thinking in literary theory, pedagogy, and literary criticism. Rosenblatt positioned the construction of meaning in the personal lived-through quality of the literary experience, making central the generative relation between the text and the reader. Connell argues that the educational relevance of Rosenblatt's theory for contemporary education is that it provides a powerful critique of classroom approaches that promote shallow readings with little opportunity for critical reflection. 相似文献
132.
Ryan Summers Sahar Alameh Jeanne Brunner John M. Maddux Robert C. Wallon Fouad Abd-El-Khalick 《科学教学研究杂志》2019,56(9):1234-1268
This study evaluated the representations of nature of science (NOS) in U.S. state science standards, and examined the changes in these representations from documents advanced in the 1980s through 2016. Drawing from the consensus perspective on NOS and prior studies focusing on the analysis of textual content, documents were inspected for 10 target NOS aspects: the empirical, tentative, inferential, creative, theory-driven, and social NOS, in addition to the myth of “The Scientific Method,” the nature of scientific theories and laws, and the social and cultural embeddedness of science. Ninety-eight state documents from 48 states were analyzed and multiple editions were collected from 34 states. Additionally, relevant materials from the Next Generation Science Standards (NGSS) were assessed for their coverage of the same NOS aspects. Collected materials were scored as whole documents, including over 11,000 pages of text in total, on each target aspect, which reflected the treatment (naïve vs. informed) of NOS in text and the manner of presentation (explicit vs. implicit). Overall, surprisingly, state standards documents have improved very little with respect to their NOS coverage over the last 30 years. NOS standards documents remain silent on a majority of key aspects of NOS, and the number of aspects showing explicit, informed representations has held constant. The NGSS performed well compared to many contemporary documents, but they failed to address all target NOS aspects in a desirable manner. Further analysis raised concerns with the degree that states fully adopt and disseminate standards in manner consistent with the NGSS despite stated intentions, which may negatively impact NOS coverage in instructional resources and classroom enactments. To improve NOS representations in standards, recognizing the role these documents play in shaping instructional materials and teaching in the science classroom, exemplars from analyzed materials were highlighted with informed and explicit representations of multiple aspects. 相似文献
133.
Effects of a Reading Intervention Implemented at Differing Intensities for Upper Elementary Students
Rachel E. Donegan Jeanne Wanzek Stephanie Al Otaiba 《Learning disabilities research & practice》2020,35(2):62-71
Students with disabilities who display severe reading difficulties may require intensive interventions in order to make progress. The purpose of this study is to examine the effects of a multicomponent reading intervention implemented at two different intensities, in two separate randomized control trials, for a subset of fourth-grade students who displayed severe reading difficulties, and who had or were at risk for disabilities. We use multilevel models to examine the effect of a standard, less intensive implementation in Study 1, and of a more intensive implementation in Study 2, relative to typical school services. Analyses revealed no significant effects of treatment for the standard, less intensive implementation in Study 1. Significant effects for word reading and word reading fluency outcomes for students assigned to receive the intensive implementation were noted in Study 2. Implications, limitations, and directions for future research are discussed. 相似文献
134.
Colette Hochstein Jeanne Goshorn Florence Chang 《Medical reference services quarterly》2013,32(2):154-163
The Drug Information Portal is a free Web resource from the National Library of Medicine (NLM) that provides a user-friendly gateway to current information for more than 15,000 drugs. The site guides users to related resources of NLM, the National Institutes of Health (NIH), and other government agencies. Current drug-related information regarding consumer health, clinical trials, AIDS, MeSH pharmacological actions, MEDLINE/PubMed biomedical literature, and physical properties and structure is easily retrieved by searching on a drug name. A varied selection of focused topics in medicine and drugs is also available from displayed subject headings. This column provides background information about the Drug Information Portal, as well as search basics. 相似文献
135.
Jeanne Mowlds 《桌面出版与设计》2008,(3):6-7
最近,我浏览drupa2008的网站,其市场宣传口号“同一个世界,同一个drupa”深深地吸引了我,这个口号在印刷业也引起了共鸣。 相似文献
136.
137.
Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks. 相似文献
138.
Joseph Henderson David Long Paul Berger Constance Russell Andrea Drewes 《Educational Studies A Journal of the American Educational Studies Association》2017,53(4):412-425
Human-caused climate change is a dominant global challenge. Unlike other disciplines and fields, there has as yet been only limited attention to climate change in educational research generally, and in educational foundations in particular. Education is key to assisting humanity in mitigating and adapting to climate change, and educational researchers working within diverse disciplinary and methodological traditions and a broad array of research contexts need to engage in this most pressing of challenges. We argue that the field needs a new commitment to a form of educational justice appropriately scaled to the size of the challenge we face. We address this gap by reviewing current thinking on the human dimensions of climate change and summarizing what research has been conducted in the area of climate change education as a means of identifying a range of possibilities for educational research and praxis. 相似文献
139.
Although many high school drop‐outs share a history of academic failure and truancy behaviour, their underlying reasons for leaving school are far more complex, and involve a web of both personal and school‐related problems. Interviews with drop‐outs from a working class high school in the USA revealed how the school's response, or lack of response, to their problems compounds their difficulties and creates a tension over the source of blame for their failure. On the one hand, these adolescents criticised the school for its failings, but on the other hand, they attributed much of their failure to themselves. In resolving this issue of blame, these suburban white drop‐outs, in contrast to inner‐city minority youth, indicated that, ultimately, they themselves must be at fault for failing to conform to the expectations and demands of school. An explanation for this difference is offered by contrasting their lack of collective identity with the racial consciousness of African American drop‐outs. 相似文献
140.
How do students choose a university?: an analysis of applications to universities in Ontario, Canada
This study uses a unique set of microdata on university applications to examine the role played by institutional attributes in choices made by graduating high school students between the 17 universities in the Province of Ontario, Canada. We estimate a rank-ordered logit model that uses all information contained in each applicant’s ranking of institutions. Applicants prefer universities that are closer to their homes, spend more on scholarships and teaching, and offer higher levels of non-academic student services. Smaller class sizes are preferred by female applicants but not by males. High levels of research activity discourage applications. Smaller, primarily undergraduate institutions suffer from a low placing in the annual national university rankings but larger universities do not. 相似文献