全文获取类型
收费全文 | 744篇 |
免费 | 18篇 |
专业分类
教育 | 563篇 |
科学研究 | 28篇 |
各国文化 | 17篇 |
体育 | 58篇 |
综合类 | 2篇 |
文化理论 | 4篇 |
信息传播 | 90篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 15篇 |
2019年 | 27篇 |
2018年 | 33篇 |
2017年 | 41篇 |
2016年 | 62篇 |
2015年 | 34篇 |
2014年 | 36篇 |
2013年 | 167篇 |
2012年 | 19篇 |
2011年 | 28篇 |
2010年 | 28篇 |
2009年 | 24篇 |
2008年 | 28篇 |
2007年 | 21篇 |
2006年 | 16篇 |
2005年 | 19篇 |
2004年 | 19篇 |
2003年 | 13篇 |
2002年 | 8篇 |
2001年 | 10篇 |
2000年 | 9篇 |
1999年 | 9篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 7篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1987年 | 8篇 |
1986年 | 3篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1968年 | 1篇 |
排序方式: 共有762条查询结果,搜索用时 15 毫秒
121.
Michelle T. Chamberlin Jeff D. Farmer Jodie D. Novak 《Journal of Mathematics Teacher Education》2008,11(6):435-457
The purpose of the project reported in this article was to evaluate how assessing teachers’ mathematical knowledge within
a professional development course impacted from the teachers’ perspective their learning and their experience with the course.
The professional development course consisted of a 2-week summer institute and the content focus was geometry. We had decided
to assess the mathematical learning of the teachers during this professional development course for various accountability
reasons, but were concerned about possible negative by-products of this decision on the teachers and their participation.
Thus, we worked to design assessment in ways that we hoped would minimize negative impacts and maintain a supportive learning
environment. In addition, we undertook this evaluation to examine the impacts of the assessment, which included homework,
quizzes, various projects, and an examination for program evaluation. Seventeen grade 5–9 teachers enrolled in the course
participated in the study by completing written reflections and by describing their experiences in interviews. We learned
that while our original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment.
The article concludes by describing the various properties of the assessments that the teachers identified as contributing
to their learning of the geometry content, many of which align with current recommendations for assessing and evaluating grade
K-16 mathematics students.
相似文献
Michelle T. ChamberlinEmail: |
122.
Bob Croasdale Jeff Evans Jerry L. Moreno Harry O. Posten Andy Begg John Bernard Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7
The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986 相似文献
123.
Koon Teck Koh Leong Seng Morris Koh Gordon A. Bloom Todd M. Loughead 《Asia Pacific Journal of Education》2020,40(2):197-211
ABSTRACT This study examined the perceptions of key stakeholders of a high school athlete leadership development training programme. Participants included 36 athletes (males = 23, females = 13) from two team sports (rugby n = 11 and volleyball n = 6) and two individual sports (bowling n = 8 and table tennis n = 11), as well as four coaches representing each of these sports and four teachers. Individual interviews were conducted for coaches, teachers, and athlete leaders, while athletes took part in focus group interviews. Inductive thematic analysis was used to analyse all data sets. Results showed that the athlete leadership programme developed qualities such as responsibility, role modelling, motivation, communication, perseverance, and team unity that would help athlete leaders perform their roles and responsibilities. The results also highlighted some limitations including earlier involvement from key stakeholders, tailored training for athlete leaders, and a more effective transfer of learning. 相似文献
124.
125.
The Relationship Between Counselors’ Multicultural Counseling Competence and Poverty Beliefs 下载免费PDF全文
The authors explored the relationship between counselors’ multicultural counseling competence (MCC), poverty beliefs, and select demographic factors. Results of hierarchical linear regressions indicate that MCC is predictive of counselor individualistic and structural poverty beliefs. Implications for counselor multicultural training and immersion and future research directions are included. 相似文献
126.
127.
128.
Nita Lewis Miller Lawrence G. Shattuck Panagiotis Matsangas Jeff Dyche 《Mind, Brain, and Education》2008,2(1):29-33
ABSTRACT— This review examines the effects of military training regimes, which might include some degree of sleep deprivation, on sleep–wake schedules. We report a 4-year longitudinal study of sleep patterns of cadets at the United States Military Academy and the consequences of an extension of sleep from 6 to 8 hr per night at the United States Navy's Recruit Training Command. These studies provide an opportunity to observe sleep in a college-age population and also to record sleep patterns over an entire 4-year college experience, adding to our understanding of the changes in sleep patterns over the life span. 相似文献
129.
Most research on dyslexia to date has focused on early childhood, while comparatively little is known about the nature of dyslexia in adolescence. The current study had two objectives. The first was to investigate the relative contributions of several cognitive and linguistic factors to connected‐text oral reading fluency in a sample of adolescents with dyslexia (n = 77). The second was to test the hypothesis that the effect of verbal working memory on connected‐text oral reading fluency is moderated by word‐level skills and/or vocabulary knowledge. The results suggest that many deficits associated with childhood dyslexia remain prominent in adolescence, but the nature of the relationships between key cognitive and linguistic predictors (i.e., word‐level reading, vocabulary, verbal working memory) and reading fluency appear to be different in adolescence. For example, while word‐level skills remain a significant predictor, the strength of the effect is relatively weak. In contrast, the data support an increased role for vocabulary and verbal working memory, including an interaction between these factors. The presence of an interaction can be interpreted as evidence that the influence of verbal working memory on connected‐text oral reading fluency in adolescents with dyslexia depends on individual differences in vocabulary knowledge. These results offer support for the changing nature of dyslexia across development, and suggest that researchers should study dyslexia in adolescents on its own terms, rather than treating it as an extension of reading problems in early childhood. 相似文献
130.