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91.
Conclusion Desegregation has generally been presented as an outgrowth of the civil rights movement and as an attempt to redress the educational disadvantages blacks have suffered as the result of a racial imbalance. Given the general theoretical considerations of resource allocation, the assumption has been that reallocations of resources to blacks would necessarily mean reallocation of these resources to blacks from whites. This view is also part of the popular culture where the process of desegregation has caused turmoil and disturbance among whites based, manifestedly at least, on the notion that improving educational benefits for blacks necessarily means a reduction in the same benefits for whites.Based on an analysis of the experiences of teachers and students at one polyethnic inner-city high school, we suggest that not only have whites at this school not been disadvantaged by the desegregation process but that there is evidence indicating that there have been more advantages for whites than for blacks. What, then, are the advantages of desegregation for whites, both students and teachers? In this school it was found that the advantages differed for white students and for white teachers, with white students experiencing more positive outcomes than white teachers experienced. 相似文献
92.
Terry Atkinson 《欧洲师范教育杂志》1997,20(1):101-106
This paper considers the traditional pedagogies underpinning the use of technology in order to deliver learning in educational settings and the lessons that can be drawn for the case of teacher education. It then considers the pedagogy of teacher education itself in order to propose an integrated pedagogical model for the delivery of teacher education by means of the new technologies. It concludes with the view that technology can and should be applied to teacher education but that this might best be viewed as an evolutionary process rather than a revolutionary one. 相似文献
93.
William S. Terry 《Learning & behavior》1979,7(4):525-536
The habituation of locomotor activity across repeated exposures to a novel maze was studied in a series of experiments using rats as subjects. Habituation, defined as a decrease in ambulation, was greater on a second trial occurring 5 min after a first trial than on one occurring 60 min after. This short-term decrement occurred only when the same maze was used on both trials, and could be dishabituated by intertriai detention in another novel environment. On a delayed test trial, habituation was, in one case, somewhat greater following initial spaced trials, and in another condition, comparable following both massed and spaced trials. The longer term habituation was maze specific, but was not affected by the presence of a dishabituator following either or both of the first two trials. The results were discussed in terms of theories of “priming” and encoding variability. 相似文献
94.
Terry Goodison 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(2):201-211
During the last six months the British Educational Communications and Technology Agency (BECTa) has published two reports (downloadable from http://www.becta.org.uk/) on the relationship between information and communication technology (ICT) and attainment levels of primary school children in national tests. Together, they constitute a significant contribution to the debate over the place of ICT in our primary schools but they also raise a number of issues regarding the assumptions upon which they are based and the role of teaching staff in the successful exploitation of ICT in the classroom. This article provides a critical analysis of both reports and proposes ways in which the issues raised can be taken forward. 相似文献
95.
Distance education has long been associated with independent study and delivery of prepackaged learning materials. These characteristics effectively deny distance education students the opportunity to participate in communities of inquiry and, perhaps, opportunities to develop their critical thinking skills. This paper reviews the theoretical impact of socially situated learning, critical thinking and their implications for distance education. It then presents the results from a study of learners' perception while enrolled in two different models of audio teleconferenced, university courses. The study reports quantitative results from a mail survey of these students and the qualitative results from interviews and classroom observations. The impact of the instructional design used by the delivering institution resulted in two distinct models of audio teleconference delivery with significant qualitative and quantitative differences in student perception. The paper concludes that learning communities, which support the development of critical thinking skills, can be created at a distance and that they provide a mechanism for improving the quality of higher level distance education. 相似文献
96.
Lakeisha Johnson Nicole Patton Terry Carol McDonald Connor Shurita Thomas-Tate 《Reading and writing》2017,30(9):2009-2038
The achievement gaps between poor and more affluent students are persistent and chronic, as many students living in poverty are also members of more isolated communities where dialects such as African American English and Southern Vernacular English are often spoken. Non-mainstream dialect use is associated with weaker literacy achievement. The principal aims of the two experiments described in this paper were to examine whether second through fourth graders, who use home English in contexts where more formal school English is expected, can be taught to dialect shift between home and school English depending on context; and whether this leads to stronger writing and literacy outcomes. The results of two randomized controlled trials with students within classrooms randomly assigned to DAWS (Dialect Awareness, a program to explicitly teach dialect shifting), editing instruction, or a business as usual group revealed (1) that DAWS was more effective in promoting dialect shifting than instruction that did not explicitly contrast home and school English; and (2) that students in both studies who participated in DAWS were significantly more likely to use school English in contexts where it was expected on proximal and distal outcomes including narrative writing, morphosyntactic awareness, and reading comprehension. Implications for theory and practice are discussed. 相似文献
97.
98.
Although a number of studies document the fact that adult males interrupt females more often than females interrupt males, less is known about whether this behavior is also true of younger boys and girls. This study examined some aspects of dominant-submissive sex role behavior in preschool children and their teachers during conversation at the snack table. It asked whether there was any difference in the number of times girls and boys interrupted their teacher, and whether there was any difference in the number of times the teacher interrupted boys or girls. In succeeding observations, researchers investigated whether girls or boys were assigned the privilege of passing snack more frequently.In Investigation 1 nine boys and nine girls, 4 years of age, were observed talking with a variety of student teachers in a naturalistic snack setting, and checklists were kept of the number of teacher-child, child-teacher interruptions during conversation. In Investigation 2, tallies were kept of the number of times boys and girls assumed the dominant roles of distributing snacks and snack materials.Results indicted that during conversation, boys interrupted their teachers more frequently than the girls did (p > .03). Teachers interrupted girls more frequently than they interrupted boys (p > .02). No significant differences were found in the frequency of participation by boys or girls in passing snack. Results are discussed in relation to the teacher's role in teaching dominant-submissive sex role behaviors to children. 相似文献
99.
TM Andrews RM Price LS Mead TL McElhinny A Thanukos KE Perez CF Herreid DR Terry PP Lemons 《CBE life sciences education》2012,11(3):248-259
This study explores biology undergraduates' misconceptions about genetic drift. We use qualitative and quantitative methods to describe students' definitions, identify common misconceptions, and examine differences before and after instruction on genetic drift. We identify and describe five overarching categories that include 16 distinct misconceptions about genetic drift. The accuracy of students' conceptions ranges considerably, from responses indicating only superficial, if any, knowledge of any aspect of evolution to responses indicating knowledge of genetic drift but confusion about the nuances of genetic drift. After instruction, a significantly greater number of responses indicate some knowledge of genetic drift (p = 0.005), but 74.6% of responses still contain at least one misconception. We conclude by presenting a framework that organizes how students' conceptions of genetic drift change with instruction. We also articulate three hypotheses regarding undergraduates' conceptions of evolution in general and genetic drift in particular. We propose that: 1) students begin with undeveloped conceptions of evolution that do not recognize different mechanisms of change; 2) students develop more complex, but still inaccurate, conceptual frameworks that reflect experience with vocabulary but still lack deep understanding; and 3) some new misconceptions about genetic drift emerge as students comprehend more about evolution. 相似文献
100.
Julia C. Phelan Kilchan Choi David Niemi Terry P. Vendlinski Eva L. Baker Joan Herman 《Assessment in Education: Principles, Policy & Practice》2012,19(2):211-230
This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context. 相似文献