全文获取类型
收费全文 | 1050篇 |
免费 | 21篇 |
国内免费 | 1篇 |
专业分类
教育 | 769篇 |
科学研究 | 49篇 |
各国文化 | 15篇 |
体育 | 107篇 |
文化理论 | 5篇 |
信息传播 | 127篇 |
出版年
2023年 | 6篇 |
2022年 | 12篇 |
2021年 | 18篇 |
2020年 | 20篇 |
2019年 | 43篇 |
2018年 | 54篇 |
2017年 | 50篇 |
2016年 | 35篇 |
2015年 | 21篇 |
2014年 | 32篇 |
2013年 | 252篇 |
2012年 | 31篇 |
2011年 | 36篇 |
2010年 | 21篇 |
2009年 | 28篇 |
2008年 | 33篇 |
2007年 | 26篇 |
2006年 | 21篇 |
2005年 | 27篇 |
2004年 | 31篇 |
2003年 | 30篇 |
2002年 | 18篇 |
2001年 | 17篇 |
2000年 | 24篇 |
1999年 | 17篇 |
1998年 | 7篇 |
1997年 | 7篇 |
1996年 | 21篇 |
1995年 | 7篇 |
1994年 | 8篇 |
1993年 | 11篇 |
1992年 | 14篇 |
1991年 | 4篇 |
1990年 | 9篇 |
1989年 | 4篇 |
1988年 | 9篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 7篇 |
1983年 | 6篇 |
1982年 | 5篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 7篇 |
1976年 | 5篇 |
1972年 | 3篇 |
1969年 | 1篇 |
排序方式: 共有1072条查询结果,搜索用时 15 毫秒
11.
Karen L. Jones Peter Tymms David Kemethofer Joe O’Hara Gerry McNamara Stephan Huber 《牛津教育评论》2017,43(6):805-822
It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure. 相似文献
12.
Schley S Walter GG Weathers RR Hemmeter J Hennessey JC Burkhauser RV 《Journal of deaf studies and deaf education》2011,16(4):524-536
This article examines the effect that postsecondary education has on earnings and the duration of time spent in the Social Security disability programs for young persons who are deaf or hard of hearing. Our hypothesis is that investments in postsecondary training increase the likelihood of employment for persons who are deaf or hard of hearing and thus reduce dependency on disability-related income support programs. A longitudinal data set based upon records from the National Technical Institute for the Deaf and Social Security administrative records is used for this analysis. We find that those who graduate, even those who graduate with vocational degrees, experience significant earnings benefits and reductions in the duration of time spent on federal disability programs when compared with those who do not graduate with a degree. This finding suggests that reductions in the duration of time spent on Social Security programs are not limited to those with the highest level of scholastic aptitude and that investments in post-secondary education can benefit a broad group of deaf and hard-of-hearing persons. In addition, the data show that individuals who attend college, but withdraw before graduation, fair no better economically than individuals who never attended college. 相似文献
13.
Jeffrey Alan Greene Lara-Jeane Costa Kristin Dellinger 《Metacognition and Learning》2011,6(3):275-301
Researchers often use measures of the frequency of self-regulated learning (SRL; Zimmerman, American Educational Research Journal, 45(1), 166–183, 2000) processing as a predictor of learning gains. These frequency data, which are really counts of SRL processing events, are
often non-normally distributed, and the accurate analysis of these data requires the use of specialized statistical models.
In this study, we demonstrate how to implement and interpret count statistical models in path and latent profile analyses
to investigate the role of SRL as a mediator of the relation between pretest and posttest conceptual understanding. Our findings
from a sample of 170 college students using a computer to learn about the circulatory system show that SRL does mediate the
aforementioned relation, and that count models are a more accurate representation of SRL processing data than standard analysis
models based on ordinary least squares estimation. The results of our path analyses revealed which specific SRL processes
were related to learning, above and beyond the effect of prior knowledge. Our latent profile analysis revealed two groups
of participants, indicative of Brophy’s (2004) model of schematic and aschematic learners. We conclude with implications and future directions for basic and applied SRL
research. 相似文献
14.
15.
16.
Patrick J. Herling B. Tanya Mohseni Derek C. Hill Stacy Chelf Jeffrey A. Rickert Jonathan T. Leo Natalie R. Langley 《Anatomical sciences education》2017,10(3):215-223
Lincoln Memorial University‐DeBusk College of Osteopathic Medicine (LMU‐DCOM) offers an optional three‐week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre‐matriculation program is a supplemental instruction course that utilizes a small group learning format. Boot camp instruction is led by teaching assistants and two anatomy professors. Enrollees gain early exposure to Medical Gross Anatomy (MGA) course subject matter, which is taught in the fall semester, and learn study skills necessary to excel in medical school. No grade is assigned for the course, therefore participants can study without the fear of potentially affecting grades. This study evaluates the effectiveness of the LMU‐DCOM ABC course using data from four consecutive summers. Independent two‐sample t‐tests were used to compare ABC to non‐ABC students for the following variables: incoming grade point average (GPA) and Medical College Admission Test® (MCAT®) scores, MGA written and laboratory practical examination grades, and final MGA course grade. Additionally, a 26‐question survey was administered to 2012–2014 boot camp participants. There were no significant differences in incoming GPA and MCAT scores. However, boot campers scored significantly higher on the first two lecture and laboratory examinations (P < 0.05) for each year of the study. Thereafter scores varied less, suggesting a faster head start for boot camp participants. Mean MGA final grade was on average 3% higher for the boot camp cohort. The survey feedback supports that the ABC course assists with the academic and social transition into medical school. Anat Sci Educ 10: 215–223. © 2016 American Association of Anatomists. 相似文献
17.
18.
Forming, Losing, Renewing, and Replacing Friendships: Applying Temporal Parameters to the Assessment of Children's Friendship Experiences 总被引:2,自引:0,他引:2
Friendship formation and dissolution were tracked over time in a summer camp to examine whether such events are valid indicators of individual differences in children's friendship adjustment. Subjects were 216 children ages 8–15 years. Sociometric nominations were used to determine the identities of reciprocal friends. Loneliness at camp was also tracked over time. In addition, data on group acceptance, behavioral reputations, social competence, and behavioral problems were gathered from peers and counselors. Analyses suggested that friendship formation and duration were coherent, independent dimensions of individual differences and distinct from the overall extensivity of involvement in friendships. Regression analyses indicated that the temporal parameters of participation in friendship enhanced the prediction of changes in loneliness at camp. Age and sex differences in temporal parameters were explored, and 4 discrete trajectories for friendship involvement were identified. Children with different trajectories differed in their behavioral profiles from one another and from children who were chronically friendless. 相似文献
19.
A number of numerical codes have been written for the problem of finding the circle of smallest radius in the Euclidean plane that encloses a finite set P of points, but these do not give much insight into the geometry of this circle. We investigate geometric properties of the minimal circle that may be useful in the theoretical analysis of applications. We show that a circle C enclosing P is minimal if and only if it is rigid in the sense that it cannot be translated while still enclosing P. We show that the center of the minimal circle is in the convex hull of P. We use this rigidity result and an analysis of the case of three points to find sharp estimates on the diameter of the minimal circle in terms of the diameter of P. 相似文献
20.
Empirical Adequacy and Ramsification 总被引:6,自引:0,他引:6