全文获取类型
| 收费全文 | 6397篇 |
| 免费 | 197篇 |
| 国内免费 | 16篇 |
专业分类
| 教育 | 5198篇 |
| 科学研究 | 266篇 |
| 各国文化 | 148篇 |
| 体育 | 277篇 |
| 综合类 | 36篇 |
| 文化理论 | 35篇 |
| 信息传播 | 650篇 |
出版年
| 2024年 | 31篇 |
| 2023年 | 42篇 |
| 2022年 | 52篇 |
| 2021年 | 131篇 |
| 2020年 | 182篇 |
| 2019年 | 303篇 |
| 2018年 | 277篇 |
| 2017年 | 357篇 |
| 2016年 | 241篇 |
| 2015年 | 309篇 |
| 2014年 | 322篇 |
| 2013年 | 1453篇 |
| 2012年 | 259篇 |
| 2011年 | 281篇 |
| 2010年 | 299篇 |
| 2009年 | 217篇 |
| 2008年 | 268篇 |
| 2007年 | 219篇 |
| 2006年 | 196篇 |
| 2005年 | 157篇 |
| 2004年 | 135篇 |
| 2003年 | 93篇 |
| 2002年 | 83篇 |
| 2001年 | 79篇 |
| 2000年 | 77篇 |
| 1999年 | 58篇 |
| 1998年 | 45篇 |
| 1997年 | 34篇 |
| 1996年 | 37篇 |
| 1995年 | 44篇 |
| 1994年 | 32篇 |
| 1993年 | 29篇 |
| 1992年 | 28篇 |
| 1991年 | 24篇 |
| 1990年 | 35篇 |
| 1989年 | 14篇 |
| 1988年 | 18篇 |
| 1987年 | 19篇 |
| 1986年 | 16篇 |
| 1985年 | 21篇 |
| 1984年 | 19篇 |
| 1983年 | 17篇 |
| 1982年 | 14篇 |
| 1981年 | 6篇 |
| 1980年 | 4篇 |
| 1979年 | 4篇 |
| 1978年 | 6篇 |
| 1977年 | 5篇 |
| 1974年 | 4篇 |
| 1973年 | 3篇 |
排序方式： 共有6610条查询结果，搜索用时 0 毫秒
61.
62.
63.
64.
An on-going challenge in teacher education programs is how best to support new teachers in connecting their university coursework with their professional identity development and pedagogical practice in the schools. The reading and writing of case studies is one promising strategy teacher educators have explored as a means of assisting teachers in developing and cultivating a self-reflective, theory and practice reflexive, style of learning in the teacher education classroom and beyond. In the present paper, I present a case study of my own journey as a developmental and educational psychologist responsible for co-teaching a secondary teacher education course called \"Adolescent Development for Teachers\", in which having student-teachers research and write-up a case study of a single adolescent became the focus of the course and our pedagogy. I describe events that brought about the use of the case study in the course, the influence the use of the case study had on myself as an instructor as well as the students, and what students say are the educational benefits and difficulties of completing the adolescent case study. Implications for infusing a developmental focus into teacher education programs are discussed. 相似文献
65.
Maria Veronica Santelices Edgar Valencia Jorge Gonzalez Sandy Taut 《Educational Assessment, Evaluation and Accountability》2017,29(2):111-146
This research examines empirically the relationship between two measures of teacher quality: one based on professional standards and a second one using teacher value-added estimates. It also studies the extent to which teacher observable characteristics, such as teacher training variables, are associated to better performance on either of these measures and whether any of these two assessments is able to effectively measure teacher quality isolated from the effect of the context where teachers work. Context in this article is defined as any variable that is not under the direct control of the teacher but plays an important role on student learning and we believe is captured by school and municipal variables. The study uses hierarchical linear models and information from national and standardized assessments from Chile, specifically from the municipal education sector. Results show a small correlation between the two measures of teacher quality, in the lower end of results from previous studies conducted in the USA, and suggest that there is only a limited relationship between both measures of teacher quality. Teacher initial education type and professional development were statistically associated only to the standard-based measure of teacher quality. Context (both the school and municipal levels) plays an important role in the teacher effect measure, and in the standard-based measures, therefore, we conclude that neither of these measures are context-free. We expect that these results will contribute to the discussion about how to best measure teacher quality and how to evaluate teacher performance both in Chile and other parts of the world. 相似文献
66.
Irena Pufal‐Struzik 《High Ability Studies》1996,7(2):145-150
The relevant literature indicates strong need for novelty, change and exploration in creative people. This study investigated the relationship between demand for stimulation in 100 high school students and their creativity in problem solving situations. A significant relationship was found between the demand for varied stimulation (adventure, novelty, risk) and cognitive flexibility and complexity, nonconformism and spontaneity, as well as tolerance for cognitive incompatibilities. The data help to explain the conditions that are particularly favourable for these people to function in their social environment. 相似文献
67.
Jorge E. Gonzalez Sharolyn Pollard-Durodola Deborah C. Simmons Aaron B. Taylor Matthew J. Davis Melissa Fogarty Leslie Simmons 《Early childhood research quarterly》2014
This observational study analyzed patterns of teacher extratextual talk as it occurs before, during, and after reading books to children, and the frequency and duration of teacher questioning by type (label, define, associate) on preschoolers’ receptive and expressive vocabulary knowledge. Over the course of 18 weeks, 13 teachers and 100 children participated in ninety 20-min small-group sessions of teacher-guided shared reading instruction. Teachers’ reading instruction was examined through videotaped observations using the Multi-Option Observation System for Experimental Studies (MOOSES™; Tapp, Wehby, & Ellis, 1995). Two findings, in particular, yielded relevant educational and theoretical implications. First, time spent after reading was significantly related to expressive vocabulary. However, question timing did not seem to matter in terms of receptive vocabulary outcomes. Second, duration of teacher association questioning was significantly related to receptive vocabulary outcomes while both frequency and duration of teacher vocabulary-related association-level questioning were related to expressive vocabulary. For receptive vocabulary, both vocabulary- and comprehension-related association-level questioning mattered. These findings complement the body of work demonstrating that engaging children in interactive shared reading that elicits their active participation is related to meaningful gains in children's language and literacy growth. Limitations of the study and directions for future research are discussed. 相似文献
68.
Theodore J. Christ Kristin N. Johnson‐Gros John M. Hintze 《Psychology in the schools》2005,42(6):615-622
The current study extended previous research on curriculum‐based measurement in mathematics (M‐CBM) assessments. The purpose was to examine the generalizability and dependability of multiple‐skill M‐CBM computation assessments across various assessment durations (1, 2, 3, 4, 5, and 6 minutes). Results of generalizability and dependability studies (N = 104 students) suggest that relative interindividual decisions can rely on the results from 1‐minute administrations for low‐stakes decisions and the results of 4‐minute administrations for high‐stakes decisions. Moreover, absolute intraindividual decisions can rely on the results from 4‐minute administrations for low‐stakes decisions and 13‐minute administrations for high‐stakes decisions. The implications and limitations of these results are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 615–622, 2005. 相似文献
69.
Brenda Jo Light Bredemeier Ellen Brooke Carlton Laura Ann Hills Carole Ann Oglesby 《Quest (Human Kinetics)》2013,65(4):418-431
In this paper we draw from interviews with four lesbian sportswomen and physical educators whose personal journeys inform us about the difficulties and rewards of challenging homophobia and heterosexism. Our co-participants discussed their life stories in terms of the interrelationships among sport, moral, and lesbian identities and their coming out process. Analyses of these narrations revealed three major themes associated with coming out in sport and physical education settings: integrity, compassion, and community. Each of these themes is discussed in terms of our co-participants' experiences and interpretations of moving from fear and isolation to a sense of community and empowerment. 相似文献
70.
The purpose of this qualitative case study was to explore what aspects of two first‐year elementary teachers' practices were most consistent with an inquiry‐based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the participants data included audio‐recorded interviews, video‐recorded classroom observations, lesson plans, and samples of student work. Data analysis illustrated that both participants engaged their students in question‐driven investigations, the use of observational data, making connections between evidence and claims, and communicating those claims to others. Moreover, there was clear evidence in the findings of the study that a considerable degree of coherence existed between the two participants' knowledge on one hand and their instructional practices on the other hand. The participants perceived specific learning experiences during their programs as being critical to their development. The contribution of this study lies in the fact that it provides examples of well‐started beginning elementary teachers implementing inquiry‐based science in 2nd and 5th grade classrooms. Implications of the study include the need for the design of university‐based courses and interventions by which teacher preparation and professional development programs support teachers in developing PCK for scientific inquiry and enacting instructional practices that are congruent with reform initiatives. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:661–686, 2010 相似文献