全文获取类型
| 收费全文 | 251篇 |
| 免费 | 5篇 |
专业分类
| 教育 | 189篇 |
| 科学研究 | 26篇 |
| 各国文化 | 4篇 |
| 体育 | 7篇 |
| 文化理论 | 2篇 |
| 信息传播 | 28篇 |
出版年
| 2020年 | 5篇 |
| 2019年 | 6篇 |
| 2018年 | 5篇 |
| 2017年 | 9篇 |
| 2016年 | 8篇 |
| 2015年 | 4篇 |
| 2014年 | 7篇 |
| 2013年 | 63篇 |
| 2012年 | 5篇 |
| 2011年 | 6篇 |
| 2010年 | 6篇 |
| 2009年 | 2篇 |
| 2008年 | 9篇 |
| 2007年 | 2篇 |
| 2006年 | 5篇 |
| 2005年 | 3篇 |
| 2004年 | 6篇 |
| 2003年 | 6篇 |
| 2002年 | 3篇 |
| 2001年 | 3篇 |
| 1998年 | 2篇 |
| 1997年 | 3篇 |
| 1994年 | 4篇 |
| 1993年 | 4篇 |
| 1992年 | 3篇 |
| 1991年 | 4篇 |
| 1988年 | 2篇 |
| 1987年 | 2篇 |
| 1986年 | 4篇 |
| 1985年 | 4篇 |
| 1984年 | 4篇 |
| 1982年 | 3篇 |
| 1981年 | 5篇 |
| 1980年 | 5篇 |
| 1979年 | 2篇 |
| 1978年 | 4篇 |
| 1977年 | 2篇 |
| 1976年 | 2篇 |
| 1975年 | 2篇 |
| 1974年 | 6篇 |
| 1973年 | 4篇 |
| 1970年 | 2篇 |
| 1969年 | 1篇 |
| 1968年 | 1篇 |
| 1967年 | 3篇 |
| 1942年 | 1篇 |
| 1933年 | 1篇 |
| 1923年 | 1篇 |
| 1920年 | 1篇 |
| 1899年 | 2篇 |
排序方式： 共有256条查询结果，搜索用时 437 毫秒
61.
62.
63.
64.
65.
66.
Lee Jerome 《British Educational Research Journal》2011,37(6):1057-1059
67.
The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed that situational interest significantly increased after the problem stimulus was presented. Subsequently, situational interest gradually decreased but at the end of the day increased again. Testing a path model relating the situational interest measures showed strong (directional) interrelations. Moreover, situational interest was highly predictive for observed achievement-related classroom behaviors. The latter, in turn, proved to be a significant predictor of academic achievement. Aggregating situational interest over the day led to less accurate predictions of achievement-related classroom behaviors and academic achievement. Implications of these findings for situational interest research are discussed. 相似文献
68.
This article report on the development and use of an analytical framework intended to map the language demands encountered by English learners as they engage in science performance assessments. Grounded in functional and interactional views of language and language use, the authors—two science education researchers and a language scholar—developed the framework via an inductive, iterative, and systematic review of written assessment materials associated with three fifth grade science performance tasks. The resulting Science Assessment Language Demands (SALD) framework is organized around three dimensions: participant structures, communicative modes, and written texts and genres that students are called upon to read and produce. The authors used textual analysis to conduct an expert review of the written documents associated with the three assessment tasks. The results indicate that the framework can be used to document a wide range of functional and interactional language demands involved in science performance assessments. The demands revealed by the SALD framework highlight both potential challenges facing English learners during science performance assessments as well as opportunities afforded by such assessments for demonstrating their knowledge and skills and further developing language proficiency. A major implication of the study is the potential use of the framework to evaluate the language demands and opportunities of science assessments used in classrooms with English learners. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 909–928, 2010 相似文献
69.
70.