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71.
Hadad Roxana Thomas Kate Kachovska Mila Yin Yue 《Journal of Science Education and Technology》2020,29(1):162-173
Journal of Science Education and Technology - Making activities and environments have been shown to foster the development of computational thinking (CT) skills for students in science, technology,... 相似文献
72.
73.
3-year-old children were presented with easy and difficult tasks and their emotional responses of shame and pride were observed. No shame was shown when subjects succeeded on the tasks and no pride was shown when they failed. Significantly more shame was shown when subjects failed easy tasks than when they failed difficult tasks, and significantly more pride was shown when subjects succeeded on difficult than on easy tasks. While there were no sex differences in task failures, girls showed more shame than boys. There were no sex differences in pride when subjects succeeded. 相似文献
74.
Vivian C. Wong Jeffrey C. Valentine Kate Miller-Bains 《Journal of research on educational effectiveness》2017,10(1):207-236
This article summarizes results from 12 empirical evaluations of observational methods in education contexts. We look at the performance of three common covariate-types in observational studies where the outcome is a standardized reading or math test. They are: pretest measures, local geographic matching, and rich covariate sets with a strong theory of treatment selection. Overall, the review demonstrates that although the pretest often reduces bias in observational studies, it does not always eliminate it. Its performance depends on the pretest's correlation with treatment selection and the outcome, and whether preintervention trends are present. We also find that although local comparisons are prioritized for matching, its performance depends on whether comparable no-treatment cases are available. Otherwise, local comparisons may produce badly biased results. In cases where researchers have a strong theory of selection and rich covariate sets, observational methods perform well, but additional replication studies are needed. Finally, observational methods that rely on demographic covariates without a theory of selection rarely produce unbiased treatment effects. The article concludes by offering education researchers empirically based guidance on covariate selection in observational studies. 相似文献
75.
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Sexual abuse of deaf youth 总被引:1,自引:0,他引:1
77.
Robert D. Hannafin Howard J. Sullivan 《Educational technology research and development : ETR & D》1995,43(1):19-30
This study investigated the effects of two types of control over instruction (learner and program) and two modes of instructional
programs (lean and full) on the achievement, option use, and time-in-program of 274 high-ability and low-ability students
from grades 9 and 10. The basic instructional program in geometry was delivered by computer. Subjects under learner control
scored significantly higher on the program posttest than those under program control, spent significantly more time in the
program, and liked it better. Learner-control subjects appeared to “trust” their given version of the program, viewing many
more optional screens in the full version than those in the lean one. High-ability learners adapted their study behavior to
the lean version under learner control by choosing significantly more optional screens than their low-ability counterparts.
This research was conducted while he was a graduate student at Arizona State University where Howard J. Sullivan is a professor
in Learning and Instructional Technology. 相似文献
78.
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Theodore J. Kopcha Howard Sullivan 《Educational technology research and development : ETR & D》2008,56(3):265-286
This study examined the effects of prior knowledge, learner preference for control, and type of control (learner or program)
on the achievement of middle-school students in a computer-based instructional program on adding and subtracting integers.
Students were blocked by preference-for-control scores and randomly assigned to either a learner-control or program-control
version of instruction. A significant three-way interaction (prior knowledge × preference scores × type of control) revealed
that students with high prior knowledge achieved better on the posttest when their preference for control was matched with
the type of control they received, whereas students with low prior knowledge achieved better when their preference was mismatched.
A significant three-way interaction on attitude reflected the same pattern found in the interaction for achievement scores.
The overall results indicate that matching learner preference to the type of program they receive is an effective strategy
for high-prior-knowledge students but not for those with low prior knowledge.
相似文献
Howard SullivanEmail: |
80.
Kate Schwartz Elise Cappella J. Lawrence Aber 《Journal of research on educational effectiveness》2019,12(1):160-190
There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed. 相似文献