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141.
This paper reports on an investigation into students' understanding of the concept of plant growth. There are three aspects
to the research. First, responses of Australian primary students to questions concerning plant growth are compared with those
identified in British research (Russell & Watt, 1990). Second, the answers of secondary students, Year 7-Year 12, to questions
concerning plant growth were analysed and common categories of responses were identified. Finally, the response categories
were considered within the framework offered by the SOLO Taxonomy of Biggs and Collis (1982, 1991). In particular, interest
was focused on whether the findings of an earlier study (Levins, 1992) in which cycles of development in the understandings
of the concept of evaporation were established, might be observed in the concept of plant growth.
Specializations secondary science curriculum, biology and chemistry teacher education.
Specializations secondary mathematics curriculum topics, the SOLO Taxonomy, student cognitive growth. 相似文献
142.
143.
Jeanine Romano Tary L. Wallace Ina J. Helmick Lou M. Carey Lisa Adkins 《The Internet and Higher Education》2005,8(4):243
Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict that spaced study rather than last minute cramming would yield higher achievement, researchers report mixed findings in both areas. One hundred fifty-seven students in distance and blended course formats were blocked into 5 groups based on their cramming/spaced-review patterns a week prior to each of 3 posttests. Significant differences were observed in cramming/spaced-review behaviors between delivery formats and for achievement and attitudes. 相似文献
144.
David Murphy Mary Oliver Sanam Pourhabib Michael Adkins Jeremy Hodgen 《British Educational Research Journal》2020,46(6):1300-1320
It has been proposed that boarding schools in England can be used to provide a stable education and care environment for vulnerable children in need, and the government is expanding their use. However, for vulnerable children to be placed in boarding schools, social workers will need to be willing to contemplate boarding as a viable care option. In this study we interviewed N = 21 social care practitioners including directors, senior and middle managers, frontline social workers, social worker-academics and family support workers who work with vulnerable children. Using thematic analysis of the transcribed interviews, seven major themes identified a range of issues and concerns held by social care workers about placing vulnerable children in boarding schools. We present these themes and consider the issues that will have to be addressed prior to changes in policy and practice. The study concludes that many of those within the social work profession are unlikely to consider boarding as an intervention for children in need. Further research in this area is a matter of urgency. 相似文献
145.
146.
There previously has been little research specifically about use of Open Access (OA) content in Ghana for information retrieval and for publication or information sharing, although several articles indicate that the infrastructure and the attitudes are in place. The objectives of this article are (1) to document research scientists’ awareness of OA journals, (2) to determine their attitudes toward OA journal use and publication, and (3) to determine the levels of use of OA materials. This article contributes to the growing body of literature on the potential of OA for the developing world in two ways: it provides information about OA adoption in Ghana, where little research has been done thus far, and it provides information about the beliefs of research scientists in a governmental organization, an area where little research heretofore has been done. 相似文献
147.
148.
Lesley Warner 《Distance Education》1993,14(1):85-96
The University of Central Queensland access programme, Women Into Science and Technology (WIST), has successfully attracted and retained a large number of rural women as students. Careful analysis of the needs of rural women has resulted in a distance education mode programme which is community based, has a consultative approach to programme development and monitoring and strong student support systems. These systems include elements of both peer and institutional support. Strong feelings of ownership and belonging, which WIST women have, have contributed to the low drop‐out rate and continuing programme growth. 相似文献
149.
Although government funding initiatives can provide an immediate incentive for the development of good teaching practices, ongoing and widespread improvement in the quality of teaching and learning is likely to occur only when the organisational culture of academic departments is such that good teaching is held in those departments to be a fundamental and shared value rather than primarily an individual responsibility. This paper describes the organisational development strategies used within one large academic department to bring about a reassessment of the role and practice of teaching and support the subsequent implementation of teaching‐related reforms. It examines the role of leadership, devolved responsibility and consultation in effecting change in both the practice of teaching and the organisational culture of a department. 相似文献
150.
Anita M.-Y. Wong Connie S.-H. Ho Terry K.-F. Au Catherine McBride Ashley K.-H. Ng Lesley P.-W. Yip Catherine C.-C. Lam 《Reading and writing》2017,30(2):337-361
This study examined (1) whether working memory and higher-level languages skills—inferencing and comprehension monitoring—accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language impairment (SLI) or dyslexia showed deficits in these skills. Eighty-two Cantonese Chinese-speaking children between the age of 7; 8–9; 5 were assessed. Regression analyses on the full sample offered support for the first question. The children were also classified into four groups: Typically-developing (TD; N = 34), specific language impairment-only (SLI-only; N = 18), SLI-dyslexia comorbid (SLI-D; N = 22) and dyslexia-only (D-only; N = 8). Pair-wise comparisons focusing on the second question revealed that both the SLI-only and the D-only group performed worse than the TD group in reading comprehension after controlling for age and nonverbal intelligence. The SLI-only and the D-only group showed a different profile of deficits: only the SLI-only group performed worse than the TD group in working memory, comprehension monitoring, and inferencing. The SLI-D comorbid group did worse than the SLI-only, but not the D-only group, in reading comprehension. The SLI-D comorbid group did not do worse than either single diagnosis group in the higher-level language skills associated with reading comprehension. These findings suggested adopting different intervention approaches for reading comprehension difficulties in children with SLI versus children with dyslexia. 相似文献