全文获取类型
收费全文 | 508篇 |
免费 | 10篇 |
国内免费 | 1篇 |
专业分类
教育 | 339篇 |
科学研究 | 28篇 |
各国文化 | 49篇 |
体育 | 27篇 |
文化理论 | 2篇 |
信息传播 | 74篇 |
出版年
2023年 | 3篇 |
2020年 | 8篇 |
2019年 | 11篇 |
2018年 | 11篇 |
2017年 | 15篇 |
2016年 | 13篇 |
2015年 | 11篇 |
2014年 | 12篇 |
2013年 | 111篇 |
2012年 | 9篇 |
2011年 | 6篇 |
2010年 | 8篇 |
2009年 | 19篇 |
2008年 | 11篇 |
2007年 | 14篇 |
2006年 | 9篇 |
2005年 | 23篇 |
2004年 | 22篇 |
2003年 | 12篇 |
2002年 | 7篇 |
2001年 | 7篇 |
2000年 | 15篇 |
1999年 | 14篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 10篇 |
1993年 | 3篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1985年 | 6篇 |
1983年 | 4篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1978年 | 7篇 |
1977年 | 3篇 |
1975年 | 6篇 |
1973年 | 4篇 |
1971年 | 3篇 |
1946年 | 3篇 |
1943年 | 4篇 |
1935年 | 2篇 |
1934年 | 2篇 |
1933年 | 3篇 |
1929年 | 3篇 |
1928年 | 3篇 |
排序方式: 共有519条查询结果,搜索用时 15 毫秒
511.
The larger the classroom, the more likely is it that communications consist of a one-way flow from the instructor to students.
Classroom Response Systems (CRSs) are frequently hailed as technologies capable of improving communications by opening the
space for dialogic engagement; yet, a causal relationship is not documented in the literature. The data reported on here stem
from a mixed methodology study and provide insights into motivations for CRS use and enacted CRS use across disciplines, as
well as student and instructor perceptions of the tool’s effects on teaching and learning. From these data emerged a framework
of interaction (the C3 Framework) that situates CRS use from both the instructors’ and learners’ perspectives. The framework consists of an interdependent
relationship between Concerns, Centeredness, and Control of discourse. Although this study took place in university classrooms,
the C3 Framework presented here applies across educational settings. 相似文献
512.
This article takes a personal view of the contribution made by Pete Medway to King's College London. 相似文献
513.
514.
515.
Serena Clark Ellen Gallagher Neasa Boyle Michael Barrett Corey Hughes Niamh O'Malley Ikenna Ebuenyi Kevin Marshall Katriona O'Sullivan 《British Educational Research Journal》2023,49(2):266-287
Before the COVID-19 pandemic, the world struggled to address growing educational inequalities and fulfil the commitment to Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The pandemic has exacerbated these inequalities and changed how education functions, moving to online and hybrid methods. The challenges in global education highlighted and worsened by the pandemic make it necessary to re-evaluate education systems and the policies in place to support access, quality and equal opportunity. This article focuses on analysing education policies at a national level. It tests a pilot policy analysis tool, the International Education Index (IEI), developed as a starting point to begin this reconsideration and create an accessible and comprehensive way to evaluate national education systems to inform decision-making and policies in the new context. This research uses Ireland and Northern Ireland to test the IEI pilot tool. The IEI consists of 54 questions across nine indicators, including institutional frameworks, education strategies, digital skills and infrastructure, twenty-first century skills, access to basic social services, adherence to international standards, legal frameworks, data gathering and availability and international partnerships. Countries can score 108 points to be categorised as having developed, emerging or nascent national education systems. Ireland scored 94 and Northern Ireland 81, indicating that they have developed national education systems. 相似文献
516.
Jeffery H. Marshall Claudia R. Aguilar Mario Alas Renán Rápalo Castellanos Levi Castro Ramón Enamorado Esther Fonseca 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):51-77
Honduras has made steady progress in expanding post-primary school coverage in recent years, but many rural communities still do not provide a middle (lower secondary) school. As a result, Honduras has implemented a number of middle school alternative programmes designed to meet the needs of at-risk populations throughout the country. This article analyses dropout in three of the four main alternative lower secondary school programmes in Honduras over a three-year period for a cohort of roughly 5,500 students. The results show that these programmes are indeed reaching a vulnerable population in the country, but dropout rates are generally very high – upwards of 50 per cent in some cases – between Grades 7 and 9. Furthermore, even in the control school comparison samples made up of formal lower secondary schools, about 25 per cent of children leave school between Grades 7 and 9. The authors’ analysis includes propensity score matching (PSM) methods that make more focused comparisons between students in alternative programmes and control samples. These results show that dropout rates in alternative programmes are not much different than in control schools, and only significant in one programme comparison, when taking into account family background characteristics like socioeconomic status (SES). Multivariate analysis within alternative programme samples finds that attrition is lower in those learning centres which have adopted key features of formal schools, such as university-educated teachers. The results highlight the tremendous variation in the alternative middle school sector in terms of programme features, school quality and student outcomes, as well as the challenges of expanding this sector to meet the growing demand for lower secondary schooling in Honduras. 相似文献
517.
Keston G. Lindsay David L. Nichols Ronald W. Davis David D. Marshall 《Research quarterly for exercise and sport》2018,89(1):57-65
Purpose: This study explored the effect of whole-body vibration (WBV) using accelerations of 2.56 g to 7.68 g on lower-body detraining. Methods: All participants (N = 20) were trained using a lower-body resistance-training program for 30 min twice per week from Week 0 to Week 6. At the end of the program, they were randomly assigned to a control group that performed no further training or a WBV group that performed a progressive static WBV program. Data for the 5-repetition-maximum (5RM) squat and extensors and flexors of the knee and ankle were collected at Weeks 0, 6, 8, 10, and 12 for all participants. Results: Two-way (condition vs. time) analysis of variance revealed that although the WBV group maintained strength in the 5RM from Week 6 through Week 8 and the control group had a lower 5RM in Week 8 from Week 6, no differences in the 5RM squat existed between the groups at Week 8. Two-way factorial multivariate analysis of variance revealed no differences between the groups at any of the time for torque of knee flexion, dorsiflexion, or plantar flexion. Conclusion: Static WBV of 2.56 g to 7.68 g did not attenuate detraining of the flexors and extensors of the knee and ankle. 相似文献
518.
Marshall Ablin 《Psychology in the schools》1975,12(3):279-286
This study examined the interactive effect of educational structure and a psychological trait, locus of control, on pupil attitudes. Subjects were 660 pupils in open and traditional classrooms in grades 4, 6, and 8. Catalytic interactions in the hypothesized directions were supported by the data (p <.05), with internals more satisfied in open, low-structured environments. This trend was more pronounced for males than females. The TTI paradigm (educational Treatment-personality Trait-Interaction) exemplified by this study may provide common ground for mutual inquiry by educational researchers, school psychologists and school practitioners. 相似文献
519.
R. Scott Marshall Gerardo R. Ungson Yigang Pan 《Performance Improvement Quarterly》2000,13(2):117-137
This study examines the choice, pattern, and timing of sequential modes of entry among multinational corporations investing in China. Specifically, we examine how earlier choices of entry modes influence decisions ahout subsequent modes of entry in a targeted host country. Six hypotheses are developed and tested using a longitudinal sample of 228 Fortune Global 500 firms that have had multiple entries in China between 1979 and 1996. The results provide supportive evidence of our hypotheses. Specifically, firms employed entry modes reflecting low commitment in early stages that were gradually escalated to higher commitment in subsequent decisions. This is consistent with the “incremental in vestment” approach that underlies traditional and contemporary theories and research in market entry decisions. An analysis of entry mode choices over time reveals different learning patterns: the logic of incremental investments (i.e., the escalation of low to high resource commitments); the logic of the “catch‐up” follower (i.e., relatively heavy commitment at later stages); and the logic of stable, consistent investments (i.e., the continuation of the same entry mode throughout the time period. There is moderate but inconclusive support for country of origin as a moderating factor. The implications of this study for theory and practice are discussed, as well as its limitations. 相似文献