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221.
Larry D. Yore David Pimm Hsiao-Lin Tuan 《International Journal of Science and Mathematics Education》2007,5(4):559-589
This opening article of the Special Issue makes an argument for parallel definitions of scientific literacy and mathematical
literacy that have shared features: importance of general cognitive and metacognitive abilities and reasoning/thinking and
discipline-specific language, habits-of-mind/emotional dispositions, and information communication technology strategies to
prepare people for adult life and democratic citizenship. These frameworks provide potential insights into research and pedagogy.
Furthermore, they provide guidelines for second-generation standards, curriculum development and assessment so as not to overlook
or underemphasize the fundamental literacy component of mathematical and scientific literacy for all students, which can result
in fuller participation in the public debate about science, mathematics, technology, society, and environment issues. 相似文献
222.
Robert Maloy Irving E. Seidman Gerald J. Pine Larry H. Ludlow 《The Teacher Educator》2013,48(2):106-121
Abstract In a 4‐year study of new teachers who completed the MINT (Massachusetts Institute for New Teachers) alternative teacher‐licensing program, we found that this particular fast‐track model recruited a group of highly committed new teachers. However, these new teachers expressed dissatisfaction with the effectiveness of their teacher education program. Many of the teachers tended to use traditional teaching methods. Some regarded their professional development and mentoring experiences as insufficient. Some believed their potential for school leadership was not being fully realized. A similar set of perceptions were reported by a group of new teachers who had completed college‐based teacher preparation programs, although the college program‐prepared teachers tended to give higher ratings to their teacher preparation program and to use a wider variety of teaching strategies in the classroom. 相似文献
223.
Administrative skill is essential to organizational effectiveness. Yet, few studies examine how human capital investments over a career affect selection into administration. We use panel data for economists to estimate the probability of choosing administration over a pure academic track. The results show that, while research-specific human capital reduces the probability of becoming an administrator, general human capital increases it. There are also inferior administrative opportunities for women that have not improved over time and variation in the role of human capital according to institutional research mission. Thus, our results suggest academic leaders are not merely born, but cultivated through their human capital investments. 相似文献
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James A. Shymansky Tzu-Ling Wang Leonard A. Annetta Larry D. Yore Susan A. Everett 《International Journal of Science and Mathematics Education》2012,10(1):1-19
This paper is a report of a study that examines the relationship between teacher participation in a multi-year, K–6 professional
development effort and the “high stakes” science test scores of different student groups in 33 rural mid-west school districts
in the USA. The professional development program involved 1,269 elementary school teachers and utilized regional summer workshops
and distance delivery technologies to help the teachers learn science concepts, inquiry teaching strategies, and how to adapt science inquiry lessons to teach and reinforce skills in the language arts. Regression analyses revealed a significant positive
relationship between the professional development hours experienced by teachers and student gains on high stakes test scores.
But the analyses also suggest that primary grade teachers need less professional development than upper grade teachers on
instructional strategies where the focus is on the integration of language arts and science inquiry. The implications for
funding and implementing professional development projects are discussed. 相似文献
229.
For this study we used institutional web sites to examine the mission statements of 80 higher education institutions for messages
about diversity. Of the 80 institutions, 59 (75%) referenced diversity in their mission statements; but only 19% defined diversity
in racial or ethnic terms. In addition to mission statements, 52 (or 65%) of the 80 institutions had a separate diversity
statement; but only 18 of these were an official institutional statement. These treatments of diversity are interesting in
light of the changing demographics of the incoming college student population and the recognized need for greater cultural
development or awareness on campuses. If mission and diversity statements reflect the priorities of the institution, 35% of
the institutions in the sample said nothing about diversity. 相似文献
230.
Honors colleges housed in public universities began only in the last half century, but have become nearly ubiquitous over the last 20?years. This paper, using recent data from the oldest stand-alone honors college in the country, is the first to study how the application and enrollment decisions of honors college students differ from the general population of students considering a large public university. Overall, the empirical results suggest that honors college applicants and enrollees are drawn from the right-tail of its host institution??s ability distribution, independent of residency status. Nonetheless, honors-college applicants are still more likely to enroll in selective and liberal arts institutions than the general pool of admits to a large public university, which is only partially offset by the effect of honors-college admission. It follows that honors colleges enroll academically stronger, but not the strongest, admits to a large public university. 相似文献