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61.
Ruth Neumann 《高等教育研究与发展》1985,4(2):193-202
Many universities now run language classes for students from a non‐English speaking background (NESB). This is a clear indication that the universities believe that some of their students have difficulties with the English language. However, despite the existence of these courses and a steady enrolment in them, little is known about the extent of the problem or its nature. 相似文献
62.
Marko Neumann Inge Schnyder Ulrich Trautwein Alois Niggli Oliver Lüdtke Rico Cathomas 《Zeitschrift für Erziehungswissenschaft》2007,10(3):399-420
Auf der Basis von zwei repr?sentativen Schülerstichproben der Schweizer Kantone Wallis (N = 926) und Fribourg (N = 778), die
w?hrend der 8. Jahrgangsstufe im Fach Franz?sisch als Fremdsprache unterrichtet wurden, geht der vorliegende Beitrag der Frage
nach, ob Schülerinnen und Schüler je nach besuchtem Bildungsgang unterschiedliche Fortschritte in der Entwicklung ihrer Fachleistungen
machen. Von besonderem Interesse ist dabei, ob und in welchem Ausma? die Zusammensetzung der Schülerschaft (Kompositions-effekte)
und m?glicherweise auch institutionell differierende didaktische und curriculare Angebote zwischen den Bildungsg?ngen (Institutionseffekte)
als lernmilieupr?gende Faktoren von Bedeutung für die Entwicklung der Fachleistungen sind. In Mehrebenenanalysen zeigten sich
auch nach Kontrolle der individuellen Eingangsvoraussetzungen (einschlie?lich des Vorwissens) bedeutsame Unterschiede in den
Lernzuw?chsen an den verschiedenen Bildungsg?ngen. Die weiteren Analysen lassen darauf schlie?en, dass sowohl von kompositionellen
als auch institutionellen Effekten auf die Leistungsentwicklung auszugehen ist. 相似文献
63.
OBJECTIVE: Between 1995 and 1997, the Swedish Association of Local Authorities implemented Family Group Conferences (FGC) in 10 local authorities throughout Sweden. This study reports on client outcomes of this implementation. METHOD: 97 children involved in 66 FGCs between November 1996 and October 1997 were compared with 142 children from a random sample of 104 traditional child protection investigations by the Child Protective Services (CPS). All children were followed for exactly 3 years for future child maltreatment events reported to CPS. Effects were modeled using multiple regressions, controlling for the child's age, gender, family background, and type and severity of problems. RESULTS: After controlling for initial differences, FGC-children experienced higher rates of re-referral to CPS compared to the group that had been processed in traditional investigations. They were more often re-referred due to abuse, were more often re-referred by the extended family, were longer in out-of-home placements, but tended over time to get less intrusive support from the CPS. FGCs were not related to re-referrals of neglect, of case-closure after 3 years or number of days of received services. The results suggest that the impact of the FGC was scant, accounting for 0-7% of the statistical variance of outcome variables. CONCLUSIONS: The findings did not support the alleged effectiveness of the FGC model compared to traditional investigations in preventing future maltreatment cases. If these results are confirmed in future research, they serve as a reminder of the necessity to evaluate models based on untested theories or on extrapolations from other countries/cultures, before these models are widely spread in a national practice context. 相似文献
64.
Interrelation between patenting and standardisation strategies: empirical evidence and policy implications 总被引:2,自引:0,他引:2
This paper analyses the relationship between strategies to protect intellectual property rights and their impact on the likelihood of joining formal standardisation processes. It is based on a small sample of European companies. On the one hand, theory suggests that the stronger the protection of own technological know-how, the higher the likelihood to join formal standardisation processes in order to leverage the value of the technological portfolio. On the other hand, companies at the leading edge are often in such a strong position that they do not need the support of standards to market their products successfully. The results of the Probit models to explain the likelihood to join standardisation processes support the latter theoretical hypothesis: the higher the patent intensities of companies, the lower is their tendency to join standardisation processes. 相似文献
65.
66.
Diana Raufelder Nicola Neumann Martin Domin Robert C. Lorenz Tobias Gleich Sabrina Golde Lydia Romund Anne Beck Frances Hoferichter 《Child development》2021,92(6):2213-2223
Students’ sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students’ well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, Mage at t1 = 15.0; t2 = 16.1 years). All were white participants from Germany. Voxel-based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School-related social exclusion and disturbed neurodevelopment are thus significantly associated. 相似文献
67.
Motives to patent: Empirical evidence from Germany 总被引:4,自引:0,他引:4
Against the background of the patent upsurge, we first analyse the role of patenting and alternative instruments to protect intellectual property, based on a sample of German companies active in patenting. In a second step, we investigate the motives to patent, considering sector and company size effects. We find that company size matters, both for the importance of instruments and the motives to patent. Especially important are the new strategic motives to patent, like using patents to improve a company's own position in negotiations with partners, licensees and the financial sector, or to use patents as incentives for R&D personnel or performance indicators—these correlate positively with company size. We derive some possible challenges for future patent policies from these insights. 相似文献
68.
Judith Lederman Norman Lederman Selina Bartels Juan Jimenez Mark Akubo Shereen Aly Chengcheng Bao Estelle Blanquet Ron Blonder Mariana Bologna Soares de Andrade Catherine Buntting Mustafa Cakir Heba EL-Deghaidy Ahmed ElZorkani Estelle Gaigher Shuchen Guo Arvi Hakanen Soraya Hamed Al-Lal Cigdem Han-Tosunoglu Annemarie Hattingh Anne Hume Serhat Irez Gillian Kay Ozgur Kivilcan Dogan Kerstin Kremer Pi-Chu Kuo Jari Lavonen Shu-Fen Lin Cheng Liu Enshan Liu Shiang-Yao Liu Bin Lv Rachel Mamlok-Naaman Christine McDonald Irene Neumann Yaozhen Pan Eric Picholle Ana Rivero García Carl-Johan Rundgren David Santibáñez-Gómez Kathy Saunders Renee Schwartz Frauke Voitle Jakob von Gyllenpalm Fangbing Wei Jocelyn Wishart Zhifeng Wu Huang Xiao Yalcin Yalaki Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country. 相似文献
69.
Research in Science Education - The underrepresentation of women in science, technology, engineering, and mathematics (STEM)-related fields remains a concern for educators and the scientific... 相似文献
70.
Ruth Neumann 《Higher Education》1993,25(2):97-110
This paper reports selected findings from the first stage of a study on the research role within academic work in Australian universities. These findings come from the interview component of the study and discuss the perceptions that senior academic administrators hold on research and scholarship. The analysis of the interviews indicates that research covers a wide and varied range of activities across the disciplines found in a university and therefore needs to be defined broadly. However, research has three major attributes: new knowledge, enquiry and publication of results and views. Scholarship was perceived to be part of the research process, providing the context for good research by adding the element of breadth to the depth of research. In addition, scholarship describes the manner of pursuing a serious, sustained line of enquiry as well as the dissemination process. 相似文献