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61.
62.
Synchronous collaborative information retrieval (SCIR) is concerned with supporting two or more users who search together at the same time in order to satisfy a shared information need. SCIR systems represent a paradigmatic shift in the way we view information retrieval, moving from an individual to a group process and as such the development of novel IR techniques is needed to support this. In this article we present what we believe are two key concepts for the development of effective SCIR namely division of labour (DoL) and sharing of knowledge (SoK). Together these concepts enable coordinated SCIR such that redundancy across group members is reduced whilst enabling each group member to benefit from the discoveries of their collaborators. In this article we outline techniques from state-of-the-art SCIR systems which support these two concepts, primarily through the provision of awareness widgets. We then outline some of our own work into system-mediated techniques for division of labour and sharing of knowledge in SCIR. Finally we conclude with a discussion on some possible future trends for these two coordination techniques. 相似文献
63.
Trends in International Mathematics and Science Study raised the concern that the United States (US) mathematics teachers place less emphasis on topics and teach a variety of content strands (Goldsmith, Mark & Kantrov, 2000; Kerachsky, 2008). The overall pattern in the US mathematics classrooms today is that primary and upper elementary teachers cover numerous topics before students achieve mastery (Cogan & Schmidt, 1999; National Center for Education Statistics, 1997). To solve this problem, US teachers need to find ways to focus fewer curriculum and study topics with a more in-depth agenda. Curriculum Focal Points for pre-kindergarten through grade 8 mathematics: a quest for coherence (National Council of Teachers of Mathematics, 2006) provides a strong framework that may assist teachers in creating a more coherent and focused mathematics program for students. In this article, the authors discuss example lessons that were implemented and observed in pre-kindergarten, fourth grade and sixth grade classrooms during a year-long professional development program. The overarching goal of this program was to provide appropriate instruction for teachers to organize mathematics standards-based curriculum in geometry, algebra and measurement, using a curriculum that emphasizes a strong conceptual framework. As an outcome of this exploratory research agenda, the authors' intentions were to circulate "best practices" and encourage international connections and discussion when using Curriculum Focal Points (CFP) in global classrooms. 相似文献
64.
John Fantuzzo Jill Stoltzfus Megan Noone Lutz Helen Hamlet Vijaykumar Balraj Colleen Turner Samuel Mosca 《Early childhood research quarterly》1999,14(4):465
The present study is an evaluation of the special needs referral system in a large urban Head Start program. To assess the validity of this system, two assessments were conducted. The first examined a representative sample of 105 children who were formally referred for special needs services. The Early Intervention Screening Profile (EISP) was used to indicate the distribution of problem behaviors of these special needs children. Two independent raters evaluated all cases. Reliable evaluations revealed that all of the referred children displayed speech and language problems, with 70% showing only speech problems and 30% showing speech plus emotional and behavioral problems. The second assessment examined reports of teachers’ concerns about children program-wide by obtaining a representative sample of 203 children nominated by teachers as most likely to be identified as having special needs. Teachers completed a modified EISP. Results indicated that over 70% of the children evidenced emotional and behavioral problems with no accompanying speech difficulties and 30% displayed emotional and behavioral problems plus speech problems. Implications of referral biases were discussed. 相似文献
65.
This paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties
associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers’ access and mastery
of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants
whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected,
risk status correlated positively with participants’ ability to recall the phonological form of novel nouns. No relationship
was found between risk status and participants’ use of syntactic form-class cues in interpreting the noun class of novel names
in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them
to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations
in processing resources such as working memory rather than in the availability of language structures may be at the root of
the reported poor performance by at-risk children on vocabulary and other linguistic measures.
相似文献
Megan Louise GilliverEmail: Email: |
66.
Richard G. Lambert Christopher McCarthy Megan O'Donnell Chuang Wang 《Psychology in the schools》2009,46(10):973-988
The Classroom Appraisal of Resources and Demands (CARD, elementary version) was used to investigate teacher stress among a sample of elementary teachers (n = 521). The CARD measures teacher stress by examining the subjective experience of both classroom demands and resources provided by the school, and thereby attempts to capture the situationally specific nature of teacher stress. This study attempted to examine whether the CARD can provide reliable and valid information that addresses the call by experts in the field of teacher stress research for measures that consider each teacher's specific occupational circumstances. Specifically, the factor structure of the CARD was supported empirically. Further evidence was offered for the construct and concurrent validity by correlations between CARD scales scores and other measures theoretically relevant to teacher well‐being: general health, teacher efficacy, self‐critical attitudes, and burnout symptoms. © 2009 Wiley Periodicals, Inc. 相似文献
67.
Jennifer Henderlong Corpus Megan S. McClintic-GilbertAmynta O. Hayenga 《Contemporary educational psychology》2009
The present study was designed to investigate the nature, timing, and correlates of motivational change among a large sample (N = 1051) of third- through eighth-grade students. Analyses of within-year changes in students’ motivational orientations revealed that both intrinsic and extrinsic motivations decreased from fall to spring, with declines in intrinsic motivation especially pronounced for the adolescents and declines in extrinsic motivation especially pronounced for the elementary students. These changes in motivation were explained, in part, by shifts in students’ perceptions of the school goal context. Findings suggested that typical age-related declines in intrinsic motivation may be minimized by a school-wide focus on mastery goals. Finally, the potential academic consequences of students’ motivational orientations were examined with a series of hierarchical multiple regressions. Intrinsic motivation and classroom achievement appeared to influence one another in a positive and reciprocal fashion. Poor classroom performance minimally predicted higher levels of extrinsic motivation, but extrinsic motivation was not a source of low classroom grades. 相似文献
68.
The described interdisciplinary course helped a mixed population of in-service secondary English and biology teacher-participants increase their genetics content knowledge and awareness of Ethical, Legal, and Social Implications (ELSI) that arose from discoveries and practices associated with the Human Genome Project. This was accomplished by applying a critical literacy approach that allows people develop cognitive skills such that they are able to "read the world" (Wink, 2004). The approach is one that permits readers to go beyond the literal text to examine what is present as well as what is missing as it relates to issues of equity and fairness. Becoming critically literate enabled these teacher-participants to challenge the subtle attitudes, values, and beliefs conveyed by a range of written and oral texts. The teacher-participants in this course improved their critical literacy skills by actively reading, critically writing about, and using evidence to support their conclusions about issues arising from advances in human genetics. A biologist, a linguist, and an educator collaboratively designed and taught the course. The personalized focus on the integration of thoughtful reading and writing in this class enhanced the teacher-participants' (n = 16) professional and intellectual development and will potentially improve learning in their biology and English classrooms in the future. 相似文献
69.
Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale 下载免费PDF全文
Katherine Chesnutt Melissa Gail Jones Rebecca Hite Emily Cayton Megan Ennes Elysa N. Corin Gina Childers 《科学教学研究杂志》2018,55(6):876-900
This study examined the degree to which individual differences in students' (N = 232) concepts of size and scale are explained by factors such as students' innate sense of number, out‐of‐school science experiences, exposure to size and scale instruction, gender identities, and racial/ethnic identities. There is increasing emphasis being placed on the use of crosscutting concepts to promote deep learning in science. A multiple linear regression indicated students' racial/ethnic identities, experiences with scale outside of school, and exposure to size and scale instruction significantly added to the prediction model. Results from this study can both inform the movement toward incorporating crosscutting concepts into pedagogy as well as inform educators, administrators, and other stakeholders of the factors that may shape students' understanding of the cross‐cutting concept of scale, proportion, and quantity. 相似文献
70.
Sarah Ovink Demetra Kalogrides Megan Nanney Patrick Delaney 《Research in higher education》2018,59(5):553-590
Recently, multiple studies have focused on the phenomenon of “undermatching”—when students attend a college for which they are overqualified, as measured by test scores and grades. The extant literature suggests that students who undermatch fail to maximize their potential. However, gaps remain in our knowledge about how student preferences—such as a desire to attend college close to home—influence differential rates of undermatching. Moreover, previous research has not directly tested whether and to what extent students who undermatch experience more negative post-college outcomes than otherwise similar students who attend “match” colleges. Using ELS:2002, we find that student preferences for low-cost, nearby colleges, particularly among low-income students, are associated with higher rates of undermatching even among students who are qualified to attend a “very selective” institution. However, this relationship is weakened when students live within 50 miles of a match college, demonstrating that proximity matters. Our results show that attending a selective postsecondary institution does influence post-college employment and earnings, with less positive results for students who undermatch as compared with peers who do not. Our findings demonstrate the importance of non-academic factors in shaping college decisions and post-college outcomes, particularly for low-income students. 相似文献