全文获取类型
收费全文 | 278篇 |
免费 | 3篇 |
专业分类
教育 | 188篇 |
科学研究 | 34篇 |
各国文化 | 8篇 |
体育 | 27篇 |
信息传播 | 24篇 |
出版年
2021年 | 8篇 |
2020年 | 9篇 |
2019年 | 7篇 |
2018年 | 5篇 |
2017年 | 7篇 |
2016年 | 13篇 |
2015年 | 4篇 |
2014年 | 12篇 |
2013年 | 73篇 |
2012年 | 8篇 |
2011年 | 8篇 |
2010年 | 9篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 5篇 |
2006年 | 4篇 |
2005年 | 4篇 |
2004年 | 4篇 |
2003年 | 9篇 |
2002年 | 2篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1992年 | 3篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1986年 | 4篇 |
1984年 | 3篇 |
1983年 | 3篇 |
1980年 | 2篇 |
1975年 | 3篇 |
1971年 | 2篇 |
1948年 | 1篇 |
1947年 | 1篇 |
1932年 | 1篇 |
1923年 | 1篇 |
1921年 | 1篇 |
1904年 | 1篇 |
1902年 | 1篇 |
1887年 | 1篇 |
1880年 | 5篇 |
1868年 | 1篇 |
1866年 | 1篇 |
1859年 | 2篇 |
1835年 | 3篇 |
1830年 | 5篇 |
1828年 | 1篇 |
排序方式: 共有281条查询结果,搜索用时 15 毫秒
1.
2.
Hiller A. Spires Shea N. Kerkhoff Abbey C. K. Graham Isaac Thompson John K. Lee 《Reading and writing》2018,31(6):1401-1434
The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy. 相似文献
3.
Douglas P. Newton Lynn D. Newton 《International Journal of Science and Mathematics Education》2011,9(2):327-345
If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science
and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teachers
of younger children to know how to foster engagement in science. This study identified what a cohort of 79 pre-service teachers
in England considered to be engaging elementary science lessons and compared their notions with teacher behaviours known to
be conducive to engagement. First, all brought beliefs about how to engage children in science lessons to their training.
They tended to favour children’s hands-on activity as an effective means of fostering attentive participation in learning,
although many had additional ideas. Nevertheless, the means and ends of their ‘pedagogies of engagement’ tended to be simple
and narrow. Trainers need to ensure that notions of engagement are wide enough to cope with a variety of teaching situations,
as when hands-on experience is not feasible, effective or appropriate. At the same time, teachers will need to recognise that
one approach may not suit all learners. Without this, there is the risk that they will lack the skills to engage children
in science. Nevertheless, these beliefs could offer a useful starting point for trainers who wish to widen pre-service teachers’
conceptions of engagement and increase their repertoire of teaching behaviours. 相似文献
4.
AbstractPsychologists and mathematics educators have long viewed flexibility as critical to students’ mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified research-based aspects of flexibility with algebra and assessed students on them following a two-step equations unit. Results indicated that certain aspects of flexibility develop prior to others and that prior knowledge of algebra plays a significant role in that development. Study 2 confirmed and elaborated on these results using a larger sample size. Implications for theory and for supporting flexibility in classrooms are discussed. 相似文献
5.
James Tooley Pauline Dixon Isaac Amuah 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(4):389-415
A census and survey of schools in the district of Ga, Ghana, explored the nature and extent of private education, and compared
inputs to public and private schooling. Three quarters of all schools found were private, with almost as many unregistered
private as government schools. Several important differences between registered and unregistered private schools were noted,
including age, fee levels charged, teacher salaries and class size. A range of inputs, such as teacher activity, availability
of desks, chairs, libraries, toilets and drinking water, were used to compare inputs to government, unregistered and registered
private schools. Some conclusions are explored about the potential role for the private sector in helping meet “education
for all” targets. 相似文献
6.
7.
This paper addresses the developmental nature of sexually abusive behaviors as they apply to juvenile male sexual offenders. Socialization and sexual victimization are discussed. Three case histories elucidate and support the discussion of the development of victim offending. Significant treatment issues of juvenile male sexual offenders center around the sexual assault cycle which provides a framework for sexual offenders to conceptualize and understand the cognitive, behavioral, psychological, and situational factors which have resulted in their offense(s). Although sexual offenders and sexual offenses are each unique, the sexual assault cycle offers a means of addressing essential commonalities in the treatment of juvenile sexual offenders. Sexual offender specific treatment is viewed as essential for decreasing the risk of further sexual offenses, and thus decreasing the incidence of sexual victimization. 相似文献
8.
9.
10.