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91.
Michelle L. Meadows Joanne Caniglia 《International Journal of Inclusive Education》2013,17(12):1345-1362
ABSTRACTFederal laws require schools to incorporate co-teaching environments, often comprised of an inclusion specialist and content specialist. Research shows individual teachers can make improvements to their practice by engaging in critical reflection through noticing. The authors present a research-based professional development model designed for teachers to improve and enhance their co-teaching practices. Findings included: teachers’ beliefs on teaching became more aligned; teachers’ beliefs on collaboration were inconsistent; teachers tended to focus on their teaching, not on student learning; and, teachers were non-cognizant of their beliefs toward teaching and co-teaching. We articulate ideas resulting from these findings for enhancing professional development experiences for co-teachers. 相似文献
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This study investigated how interaction with peers influenced the ways students managed uncertainty during collaborative problem solving in a 5th-grade class. The analysis focused on peer responses to individuals’ attempts to manage uncertainty they experienced while engaged in collaborative efforts to design, build, and program robots and achieve assignment objectives. Patterns of peer response were established through discourse analysis of work sessions for 5 teams engaged in 2 collaborative projects. Three socially supportive peer responses and 2 unsupportive peer responses were identified. Peer interaction was influential because students relied on supportive social response to enact most of their uncertainty management strategies. This study provides a useful theoretical contribution to understanding the roles of peer interaction in collaborative problem solving. Conceptualizing collaborative problem solving as a process of negotiating uncertainties can help instructional designers shape tasks and relational contexts to facilitate learning. 相似文献
94.
Matthew S. Crow Richard M. Hough Sr Jason Mosley John Ortiz Smykla Kimberly M. Tatum 《Journal of Criminal Justice Education》2013,24(3):417-431
This article introduces readers to the philosophy and design of team-based learning (TBL), a method developed by Dr. Larry Michaelsen that was influenced by literature in organizational psychology and pedagogy documenting what actually motivates adults to learn and how they master higher order learning skills. We describe how TBL was implemented in several criminal justice courses and illustrate how this method has drastically reduced student apathy, increased attendance, improved performance, and eliminated frustration for both instructors and students. Additionally, we reflect on how this method has reshaped our roles as educators. 相似文献
95.
Kris Kimbark Michelle L. Peters Tim Richardson 《Community College Journal of Research & Practice》2013,37(2):124-138
ABSTRACTDespite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970s. When reviewing strategies to increase student retention and successful completion, the Student Success Course (SSC) has emerged as a promising and prominent strategy for community colleges. Given that, the purpose of this sequential mixed methods study was to determine if participation in a SSC influences persistence, retention, academic achievement, and student engagement on a community college campus. Data were collected from a purposeful sample of 197 SSC participants at a middle sized community college in southeast Texas and compared to a matched sample of 235 non-SSC participants. Twelve former SSC participants were also interviewed in an attempt to build a more empirical understanding of the impact of the SSC on student engagement and, thus, the students’ decisions to remain in college. Results of this study indicate that a relationship exists between participation in the SSC and persistence, retention, academic achievement in English and mathematics, and student engagement. Additionally, participants claim that taking the SSC not only altered their perceptions of the importance of the course, but their social and study skills as well. 相似文献
96.
Michelle Dykes-Anderson 《Community College Journal of Research & Practice》2013,37(10):742-749
This article addresses the need for a comprehensive counseling center to be housed on each campus of community colleges. Counseling helps to improve student academic success and retention, transfer, and graduation rates. Current research also illustrates an increase in psychological and emotional disturbances among college students across the nation, which, at times, results in acts of campus violence such as those that have occurred at Virginia Tech, Northern Illinois University, Henry Ford Community College, and the University of Alabama at Huntsville. This paper discusses the needs of the 21st century student body that result in the case for comprehensive college counseling centers. Recent legislation related to counseling at institutions of higher education is examined, recommendations are given, and components of a comprehensive counseling center are described. 相似文献
97.
The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content, phenomenographic analysis of data corpus from classroom observations, teacher meetings and interviews revealed teacher learning that manifested in the teachers’ experiences. These were captured as (1) increased degrees of student-centered pedagogy and challenges to teachers’ prior assumptions about science pedagogy, (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy, and (3) emergence of new understandings about new curricular content and science pedagogy. The possibility of transformative and generative learning is also discussed. 相似文献
98.
Teachers in American study-abroad programs usually receive little, if any, training before the trip, because ‘teaching is teaching’. The cultural differences between Chinese and American university classrooms, however, affect the students' ability to learn and the teacher's ability to teach in profound ways. Foreign teachers in China require at least a basic understanding of the educational, moral and political dimensions of their classrooms if they wish to maximize the learning potential of their Chinese students. Faculty teaching abroad should be prepared for the politics of their new university department, including management styles that can hamper efforts to acclimatize to the new setting. 相似文献
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