全文获取类型
收费全文 | 1440篇 |
免费 | 38篇 |
国内免费 | 1篇 |
专业分类
教育 | 1147篇 |
科学研究 | 40篇 |
各国文化 | 21篇 |
体育 | 114篇 |
综合类 | 1篇 |
文化理论 | 14篇 |
信息传播 | 142篇 |
出版年
2023年 | 17篇 |
2022年 | 22篇 |
2021年 | 24篇 |
2020年 | 56篇 |
2019年 | 74篇 |
2018年 | 96篇 |
2017年 | 103篇 |
2016年 | 90篇 |
2015年 | 48篇 |
2014年 | 69篇 |
2013年 | 279篇 |
2012年 | 45篇 |
2011年 | 44篇 |
2010年 | 35篇 |
2009年 | 35篇 |
2008年 | 38篇 |
2007年 | 30篇 |
2006年 | 20篇 |
2005年 | 21篇 |
2004年 | 17篇 |
2003年 | 22篇 |
2002年 | 19篇 |
2001年 | 10篇 |
2000年 | 14篇 |
1999年 | 9篇 |
1998年 | 7篇 |
1997年 | 11篇 |
1996年 | 7篇 |
1994年 | 12篇 |
1993年 | 16篇 |
1992年 | 5篇 |
1991年 | 12篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 7篇 |
1987年 | 7篇 |
1986年 | 10篇 |
1985年 | 5篇 |
1983年 | 9篇 |
1981年 | 9篇 |
1980年 | 9篇 |
1979年 | 8篇 |
1978年 | 14篇 |
1976年 | 10篇 |
1974年 | 11篇 |
1973年 | 6篇 |
1972年 | 4篇 |
1971年 | 4篇 |
1969年 | 4篇 |
1967年 | 5篇 |
排序方式: 共有1479条查询结果,搜索用时 15 毫秒
141.
142.
Sarah Bridges-Rhoads Jessica Van Cleave Hilary E. Hughes 《International journal of qualitative studies in education》2016,29(4):536-552
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertation studies in order to examine how novice researchers can explore transparency as a situated, ongoing, and philosophically informed series of decisions about how, when, and if to be transparent about our work. This work contributes to conversations about how qualitative researchers in education can understand, discuss, and teach qualitative inquiry while continuing to push the boundaries of the field. 相似文献
143.
Kimberly Carter Jayme Swanke Jessica Stonich Stephanie Taylor Morgan Witzke Michael Binetsch 《Journal of Teaching in Social Work》2018,38(1):28-42
ABSTRACTThe use of simulated instruction is a growing trend in social work education. This study examined the effectiveness of simulated instruction with undergraduate social work students. In this mixed methods study, the extent to which simulated instruction improved self-efficacy and practice readiness was assessed. Results of the study suggest that simulated instruction helps improve key practice skills and increases recognition of diversity in practice. Moreover, students self-reported increased mastery in interviewing, managing emotions, and engaging in culturally competent practice. 相似文献
144.
Jessica M. Kramer I-Ting Hwang Christine A. Helfrich Preethy S. Samuel Ann Carrellas and the YELL Lab Project TEAM Youth Research Collaborators 《International Journal of Disability, Development & Education》2018,65(1):57-75
Project TEAM teaches transition-age youth with developmental disabilities (DD) to identify physical and social environmental barriers and supports, generate solutions to barriers, and request modifications to increase participation. Establishing the social validity of this environment focused intervention with youth and their parents is critical, given the significant shift the intervention represents from rehabilitation’s more traditional focus on body structures and function. University researchers and youth research collaborators conducted a participatory evaluation of the purpose, procedures, and perceived benefits of Project TEAM. Youth with DD (n = 42) provided feedback using three methods: activity voting, a survey, and a focus group. Parents (n = 37) also provided feedback. Results suggest that both youth and parents find Project TEAM acceptable and relevant to youth’s current and future lives. The majority of youth and parents felt Project TEAM fostered independence and empowerment, although some youth and parents reported challenges with the unique environment-focused approach. 相似文献
145.
Edward Sloat Audrey Amrein-Beardsley Jessica Holloway 《Educational Assessment, Evaluation and Accountability》2018,30(4):367-397
In this study, researchers compared the concordance of teacher-level effectiveness ratings derived via six common generalized value-added model (VAM) approaches including a (1) student growth percentile (SGP) model, (2) value-added linear regression model (VALRM), (3) value-added hierarchical linear model (VAHLM), (4) simple difference (gain) score model, (5) rubric-based performance level (growth) model, and (6) simple criterion (percent passing) model. The study sample included fourth to sixth grade teachers employed in a large, suburban school district who taught the same sets of students, at the same time, and for whom a consistent set of achievement measures and background variables were available. Findings indicate that ratings significantly and substantively differed depending upon the methodological approach used. Findings, accordingly, bring into question the validity of the inferences based on such estimates, especially when high-stakes decisions are made about teachers as based on estimates measured via different, albeit popular methods across different school districts and states. 相似文献
146.
147.
Teacher–Child Interactions in Early Head Start Classrooms: Associations With Teacher Characteristics
Sherri Castle Amy C. Williamson Emisha Young Jessica Stubblefield Deborah Laurin Nicole Pearce 《Early education and development》2016,27(2):259-274
ABSTRACTResearch Findings: The current study examined characteristics of 71 Early Head Start lead teachers in relation to classroom interactions with infants and toddlers. Measured teacher characteristics included education, years of experience, beliefs about child rearing, depressive symptoms, and the temperamental characteristics of positivity and frustration. Teacher–child interactions were measured using the Classroom Assessment Scoring System, Toddler Version (La Paro, Hamre, & Pianta, 2012). Results indicated that field of degree was directly associated with the majority of dimensions of teacher–child interactions. Examination of teachers’ years of experience and intrapersonal characteristics revealed a number of significant interactions, indicating that teacher experience and appropriate beliefs may serve as protective factors in the presence of psychosocial risk factors. Practice or Policy: Overall, our findings suggest that both early childhood education degrees and years of experience are directly or indirectly associated with multiple dimensions of teacher–child interactions, confirming that these patterns established for preschool teachers hold for teachers of infants and toddlers. These results also suggest that years of experience and progressive beliefs about children may be especially important for teachers who are depressed or who have low levels of positivity and high levels of frustration. Implications for future research, as well as preservice and in-service professional development, are discussed. 相似文献
148.
Jessica H. Daniel Ph.D. 《Child abuse & neglect》1978,2(4):247-259
The predictive value of a child abuse screening instrument on unselected populations is illustrated for varying hypothesized levels of child abuse prevalence in order to demonstrate outcome of a hypothetical national screening program. At any level of application, the prediction of false positives and false negatives suggests a low practical utility for an unacceptably high social cost. 相似文献
149.
The rapid pace of development is bringing advanced technologies to the World Wide Web (WWW), and, as a result, schools have access to new tools for science investigations. In this exploratory study, we investigated how an educational experience organized around students' use of a WWW‐controllable atomic force microscope (AFM) influenced students' understandings of viruses. The context for the study was a weeklong unit on viruses for two high school biology classes which incorporated student use of the WWW controllable AFM. We also investigated how the haptic (involving kinesthetics and touch) experiences afforded by this tool might influence students' knowledge of viruses, microscopy, and nanometer scale. Fifty students from two high school biology classes participated in a series of instructional activities and pre‐ and postassessments (knowledge test, opinion questionnaire, and interviews). Results showed that students' understandings of microscale, virus morphology, and dimensionality changed as a result of the experiences. Students' conceptions moved from a two‐dimensional textbook‐like image of a virus to a three‐dimensional image of an adenovirus. The results of this preliminary study suggest that the use of the technology as a tool for learning about morphology of materials too small to see may be beneficial. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 303–322, 2003 相似文献
150.
Stefanie C. Gilbert Dominicus So Tina Maria Russell Thomas R. Wessel 《Journal of College Counseling》2006,9(2):111-122
Previous research found racial identity predictive of psychological distress among African American students at predominantly White colleges. This study examined these relationships among 154 African American undergraduates attending a historically Black university. Racial identity was independent of psychological distress, suggesting that African American students' racial identity predicts psychological distress only in settings in which they are the minority. 相似文献