全文获取类型
收费全文 | 696篇 |
免费 | 16篇 |
专业分类
教育 | 533篇 |
科学研究 | 12篇 |
各国文化 | 18篇 |
体育 | 43篇 |
文化理论 | 2篇 |
信息传播 | 104篇 |
出版年
2023年 | 4篇 |
2022年 | 8篇 |
2021年 | 13篇 |
2020年 | 23篇 |
2019年 | 43篇 |
2018年 | 48篇 |
2017年 | 38篇 |
2016年 | 43篇 |
2015年 | 26篇 |
2014年 | 41篇 |
2013年 | 143篇 |
2012年 | 16篇 |
2011年 | 18篇 |
2010年 | 10篇 |
2009年 | 25篇 |
2008年 | 29篇 |
2007年 | 18篇 |
2006年 | 18篇 |
2005年 | 14篇 |
2004年 | 16篇 |
2003年 | 13篇 |
2002年 | 9篇 |
2001年 | 6篇 |
2000年 | 6篇 |
1999年 | 11篇 |
1998年 | 4篇 |
1997年 | 12篇 |
1996年 | 6篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 6篇 |
1992年 | 4篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 4篇 |
1988年 | 5篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1982年 | 2篇 |
1980年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1973年 | 2篇 |
1970年 | 1篇 |
1968年 | 1篇 |
1966年 | 1篇 |
1938年 | 1篇 |
1937年 | 1篇 |
1830年 | 1篇 |
排序方式: 共有712条查询结果,搜索用时 291 毫秒
71.
72.
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
73.
74.
ABSTRACTThis paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, including emerging perspectives of transitions as continuity practices. Then, cross-sectorial concepts of leadership and leading are presented to highlight fundamental differences in the ways these practices are enacted across the sectors. The paper presents empirical evidence of the ways leading practices can work to establish shared understandings of transitions to school practices and policies. Given ‘little research has been done on the direct effects of leadership on transitions’ (OECD. [2017]. Starting Strong V: Transitions from Early Childhood Education and Care to Primary School. Paris: OECD Publications, 95) the paper contributes to emerging discourses that construct transitions to school as continuities. 相似文献
75.
Samantha Wilkinson 《高等教育研究与发展》2019,38(2):398-410
ABSTRACTThis paper offers an autoethnographic account of my first academic year as a Human Geography lecturer at a ‘new’ public university in the North West of England. This research is timely and much needed, since teaching at universities in England has recently come under increasing scrutiny. The Teaching Excellence Framework is a new scheme, which aims to recognise and reward excellence in teaching, learning, and outcomes, and helps to inform student choice. This paper is theoretically framed by drawing on notions of theatrical performance, and performativity. This paper offers insight into the coping strategies, in respect of teaching, that I deployed as a new university lecturer. Findings are discussed around the themes of: performing teaching identities, and inauthenticity. With regard to performing teaching identities, this paper discusses the need for identity to be multiple and shifting, and how, as a young female, I undertook identity work, in order to perform competence. I also bring to the fore feelings of inauthenticity; that is, how I did not feel as if I was a genuine academic, and how I fabricated / falsified aspects of my academic identity in order to ‘fit in’ with the expectations of both students and staff. As the voice of a new lecturer in her first year of teaching, this paper makes a useful contribution to the scholarship on early career academics and teaching development. This paper concludes with recommendations for change in practice-based settings, in order to assist new lecturers to settle into the job role, and enhance and enrich teaching practice. 相似文献
76.
77.
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
78.
Kate Trammell 《Teaching Artist Journal》2016,14(4):195-198
As teaching artists enter the field of arts education, they are faced with the challenge of distinguishing themselves in the job search—developing a digital presence is one great way to stand out. After conducting thorough research into their local markets, teaching artists can set long-term career goals while honing online content for a specified audience. 相似文献
79.
Sixteen reproductively matureAplysia dactylomela were observed in a unidirectional stream under each of four conditions: sea water only, one sea hare, six sea hares, and a copulating sea hare pair. Streams containing conspecific stimulation were significantly more effective in eliciting a positive taxis towards the stimulus source. A copulating pair was not different from one or six animals in producing the approach. The sea hares showed a distinct final head orientation to six sea hares when compared with sea water only; final orientation did not differ in any other comparison. 相似文献
80.