全文获取类型
收费全文 | 1127篇 |
免费 | 22篇 |
国内免费 | 1篇 |
专业分类
教育 | 821篇 |
科学研究 | 68篇 |
各国文化 | 35篇 |
体育 | 85篇 |
文化理论 | 11篇 |
信息传播 | 130篇 |
出版年
2021年 | 7篇 |
2020年 | 37篇 |
2019年 | 36篇 |
2018年 | 47篇 |
2017年 | 44篇 |
2016年 | 45篇 |
2015年 | 33篇 |
2014年 | 40篇 |
2013年 | 240篇 |
2012年 | 27篇 |
2011年 | 39篇 |
2010年 | 33篇 |
2009年 | 36篇 |
2008年 | 45篇 |
2007年 | 27篇 |
2006年 | 27篇 |
2005年 | 25篇 |
2004年 | 19篇 |
2003年 | 19篇 |
2002年 | 14篇 |
2001年 | 12篇 |
2000年 | 17篇 |
1999年 | 12篇 |
1998年 | 9篇 |
1997年 | 13篇 |
1996年 | 7篇 |
1995年 | 15篇 |
1994年 | 5篇 |
1993年 | 11篇 |
1992年 | 9篇 |
1991年 | 17篇 |
1990年 | 10篇 |
1989年 | 6篇 |
1987年 | 5篇 |
1986年 | 13篇 |
1985年 | 12篇 |
1984年 | 9篇 |
1983年 | 10篇 |
1982年 | 7篇 |
1980年 | 8篇 |
1979年 | 6篇 |
1978年 | 7篇 |
1977年 | 7篇 |
1975年 | 6篇 |
1974年 | 10篇 |
1972年 | 4篇 |
1970年 | 5篇 |
1955年 | 4篇 |
1954年 | 4篇 |
1841年 | 6篇 |
排序方式: 共有1150条查询结果,搜索用时 15 毫秒
971.
Andrew B. Morris 《牛津教育评论》2013,39(6):725-741
Despite there being significant numbers of state maintained Catholic schools in England, they have, until recently, proved to be of interest only to a minority of researchers. Government initiatives to promote greater scrutiny and accountability through the publication of school test and examination results have generated interest in their academic performance from proponents and critics. Early attempts by government to compare school performance using ‘raw’ examination and test scores were severely criticised. Newly introduced ‘Contextualised Value Added’ measures, when correctly applied, have largely overcome the deficiencies of earlier datasets. This paper presents new CVA performance data provided by Ofsted that may help the debate about Catholic school effectiveness to progress. Possible reasons for the CVA findings are explored and further areas for research are suggested. 相似文献
972.
Abstract Practical work is an important element in undergraduate engineering courses and laboratory‐based classes provide valuable experience. It is also important students should experience real industrial problems preferably through industrially related projects. A scheme was started in 1969 to provide students in the Department of Electronic & Electrical Engineering with industry‐based, group project work. The Sheffield Industrial Project Scheme (SHIPS) is an intensive 8‐day exercise in which groups of students are taken to a company, given a real problem and then asked to provide some possible solutions which they present orally and as a written report. It has hitherto been regarded as a valuable exercise in itself, developing students' personal skills and experience, and no mark is awarded at present. A student‐based marking scheme has been tried, but it was not well received. 相似文献
973.
Sian Wade 《Teaching in Higher Education》2013,18(1):90-102
Abstract This paper, written from the perspective of a new teacher in nurse education, investigates and evaluates literature of androgogy, in general and with particular reference to nursing. The focus is on classroom teaching since one objective of the paper was to gain personal insight into enhancing teaching in this environment 相似文献
974.
The authors believe that by working together, teachers and school counselors can better support students and more effectively work for their success. In this article, we present our efforts in creating a collaborative class for preservice English teachers and school counselor interns. While offering an overview of English teachers and school counselors in their daily interactions with adolescents, we focus on the university preparation of both groups, specifically the preparation at our university, a large research institution in the Midwestern United States. We provide a look at the collaborative class created for the preservice English teachers and school counselor interns, offering examples of their interaction and feedback from the students. Lastly, we close with a consideration of the meaning of such collaboration at the university level for both English teachers and school counselors. 相似文献
975.
Social interaction is important for the development of knowledge (M. Chapman, 1991). Social interaction, however, takes many forms, and J. Piaget (1977/1995) proposed that the construction of knowledge is facilitated in cooperative as opposed to constraining relationships. These views of knowledge development were drawn on in a study of classroom talk in higher education, namely in 2 first- and 2 fourth-year college and university psychology classes. Classroom talk was recorded, transcribed, and analyzed following conversation analytic (H. Sacks, 1992) and social pragmatic (W. Turnbull, 2003) approaches. Examination of how cooperation and constraint were constituted in the corpus was based on N. Mercer's (1995, 2000) categorization of different ways of making reasoning manifest, namely exploratory talk, or the joint negotiation of ideas; disputational talk, or the competitive negotiation of knowledge claims; and cumulative talk, or the uncritical addition of knowledge claims. Analysis focused on the sequential structures of classroom talk in and through which reasoning is achieved. Analysis revealed that most fourth-year talk was exploratory, whereas most first-year talk was disputational or cumulative. 相似文献
976.
In a 3-year project, a consortium of university, nonprofit and commercial educational software developers formed a testbed for the rapid assembly of educational software from reusable component tools. This testbed incorporated interactive learning tools from a variety of university, nonprofit, and commercial developers, and hosted decentralized authoring teams consisting of teachers, developers and educational technologists. Within its testbed, the Educational Software Components of Tomorrow (ESCOT) project achieved notable success in (a) producing a large collection of technology-rich learning activities with reuse rates estimated at 90% and (b) scaffolding authoring teams in successful and rewarding collaborative development experiences. Fortunately, since ESCOT was funded as a National Science Foundation research project, we have had time to reflect on the conditions that led to our achievements. In this article, we reflect on the three activities of the project that we believe were most responsible for its success: (1) the selection of a unit of software production (2) the development of a strategy to allow reuse of interoperable software components and (3) the structuring of a distributed, team-based authoring process. We observe that a common characteristic across these activities was reciprocal influence from both the fields of research-based software development and teaching practice. 相似文献
977.
R. C. Morris Loran Carleton Parker David Nelson Matthew D. Pistilli Adam Hagen Chantal Levesque-Bristol 《Educational Assessment》2013,18(4):302-320
This study examines the development and implementation of a survey-based instrument assessing the effectiveness of a course redesign initiative focused on student centeredness at a large midwestern university in the United States. Given the scope of the reform initiative under investigation in this study, researchers developed an instrument called the Classroom Experience Questionnaire (CEQ), which was administered to students enrolled in redesigned courses. Early findings demonstrate strong construct validity and internal reliability of the CEQ instrument as well as concurrent validity between the CEQ and observation data gathered in concert with self-report data. The authors conclude that in the absence of trained classroom observers, the developed student self-report protocol can serve as a useful tool for measuring the constructivist orientation of pedagogy and student-centered nature of the learning environment in a higher education setting. 相似文献
978.
Louis C. Attinasi Jr. Virginia V. Stahl Morris A. Okun 《Community College Journal of Research & Practice》2013,37(4):371-390
The purpose of this study was to identify the reasons students were enrolled in individual courses at one metropolitan community college. Unstructured interviews, supplemented by participant observation, were used to collect data on students in eight transfer and occupational day classes observed in Fall 1980. On the basis of their motivational orientations toward individual courses, most students were classified as requirement meeters, knowledge seekers, or specific information users. These three motivational orientations were compared along three dimensions: (1) the student's major criterion of success, (2) the aspect (instrumental or expressive) of education the student emphasized, and (3) the willingness of the student to tolerate a time‐lag prior to the application of acquired knowledge and/or skills. Less common motivational orientations also were identified. The data showed that students could be guided by more than one motivational orientation or change their initial motivational orientation toward a course as the result of classroom experiences. The modal type of student in this sample was a requirement meeter. Requirement meeters establish norms whereby students derive status by spending as little time as possible on school‐related matters. 相似文献
979.
Ann Alexander Jana Ulrich Tanya Davis Anne Wade 《Community College Journal of Research & Practice》2013,37(11):849-862
Much has been written about the characteristics of effective college teachers. However, skill sets have not yet been defined with any level of specificity. Also, instructors at community colleges have unique working conditions and challenges that influence how they teach. This paper illustrates the use of three studies conducted to build and validate a framework for defining the competencies of effective community college faculty. The project's culmination was a set of skills used to redesign one university's master's in education (MAEd) program in two-year college teaching. Although participants in all three studies identified subject matter expertise as an important competency, they emphasized several other skill sets as being important for meaningful student learning. Those skills are related to the use of authentic activities and multiple instructional delivery models, multiple ways of assessing student learning, and skills that are necessary outside the classroom in their teaching roles. Participants also emphasized interpersonal and affective components of effective teaching. 相似文献
980.
KTL Vaughan Barrie E. Hayes Rachel C. Lerner Karen R. McElfresh Laura Pavlech David Romito Laurie H. Reeves Erin N. Morris 《Journal of the Medical Library Association》2013,101(4):310-314