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731.
732.
Problem-solving teams address student difficulties. Teams comprised of teachers, specialists, and administrators identify the student problem, develop individualized interventions, and assess student change. Teacher experiences of teams are understudied. In a prospective, mixed-method study conducted in the United States, 34 teachers were followed through the team process. Interview coding showed that 60% of teachers reported they gained new intervention skills. Yet, 40% of teachers reported no professional benefits. Logistic regression showed that differences in teacher learning were partially explained by teachers' negative or positive expectations at the outset of the team. The expectancy effects have implications for teacher professional development. 相似文献
733.
Eve Gregory Mahera Ruby Charmian Kenner 《Early Years: An International Journal of Research and Development》2010,30(2):161-173
Studies on child development in cross‐cultural contexts generally contrast child‐rearing practices in traditional or non‐Western with those of Western societies. Thus, they show how non‐Western communities tend to emphasise the importance of interdependence and collectivism between family and group members; Western communities focus rather on the role of the individual and achievement within a competitive milieu. Similarly, close observation by younger siblings of older children and caregivers who ‘model’ tasks to be learned are usually concepts referring to non‐Western groups, whilst those detailing ‘scaffolding’ tend to focus on the caregiver/child dyad in the West. This paper questions the value of such binary divisions when studying the learning taking place in the homes of third‐generation migrants to the UK. Using examples of children, their younger siblings and their grandmothers in London, it shows ways in which the older generation skilfully syncretises traditional and Western teaching practices and how each child responds appropriately to the tasks in hand. 相似文献
734.
735.
We investigated the influence of self-efficacy beliefs and working memory capacity on mathematical problem-solving performance, response time, and efficiency (i.e., the ratio of problems solved correctly to time). Students completed a letter-recoding task (Experiment 1) or an operation span task (Experiment 2), rated their self-efficacy for solving mental multiplication problems, and then solved similar problems of varying complexity. We tested the motivational efficiency hypothesis, which predicted that motivational beliefs, such as self-efficacy, increase problem-solving efficiency through focused effort and strategy use. Experiments 1 and 2 reported a significant effect for self-efficacy on problem-solving performance and efficiency, but limited effects for time. A self-efficacy by working memory interaction occurred in Experiment 1, suggesting self-efficacy is beneficial as demands on working memory increase. These findings suggested that self-efficacy increased problem-solving efficiency through strategic performance rather than faster solution times, and were consistent with the motivational efficiency hypothesis. 相似文献
736.
Metacognition is a person’s ability to think about their own thinking, to think about their own cognitive ability and knowledge
and then to take the appropriate regulatory steps when a problem is detected. Although considerable research has examined
the level of such ability in various contexts, there has been relatively little study on whether metacognition can be improved
with experience. The present research examined this question for both general (lifetime experience) and item-specific (repetition)
experience. Metamemory calibration (correlations between memory predictions and performance) and planning (correlations between
memory predictions and study decisions) were examined in both young and older adults. The results indicated that both calibration
and planning efficiency increased only with item-specific experience, and even though calibration benefited from experience
equally for young and older adults, only younger adults showed better improvement in planning with experience.
相似文献
Katherine D. ArbuthnottEmail: |
737.
We examined whether making cause and effect relationships explicit with an adjunct display improves different facets of text
comprehension compared to a text only condition. In two experiments, participants read a text and then either studied a causal
diagram, studied a list, or reread the text. In both experiments, readers who studied the adjunct displays better recalled
the steps in the causal sequences, answered more problem-solving transfer items correctly, and answered more questions about
transitive relationships between causes and effects correctly than those who reread the text. These findings supported the
causal explication hypothesis, which states that adjunct displays improve comprehension of causal relationships by explicitly
representing a text’s causal structure, which helps the reader better comprehend causal relationships. 相似文献
738.
Teachers today face high stress that can compromise their well‐being, longevity in the profession, and the quality of their interactions with students. Pre‐referral interventions, which address individual student difficulties before consideration for special education, may help buffer teacher stress through student interventions and team support. Yet, little is known about how teacher stress changes across pre‐referral interventions. This study followed 33 elementary education teachers prospectively through their participation in a pre‐referral intervention team (PIT) program. Hierarchical linear modeling indicated that, across the pre‐referral process, teachers felt less distress related to referred students' needs, termed “dyadic stress.” Teachers' dyadic stress was partially accounted for by student progress on referral concerns. Teachers' experience of PIT support was also linked to reductions in stress and lower dyadic stress after pre‐referral interventions were implemented. The findings have implications for how school practitioners consult with teachers. © 2009 Wiley Periodicals, Inc. 相似文献
739.
This article reviews the contributions of Campbell John McRobbie, Cam, to science education scholarship and research within
the Australasian Science Education Research Association (ASERA) and within the broader science education community. Cam provided
strong leadership and vision across many spheres of science education and leaves a legacy to the field that includes, (a)
long term administrative and academic support of ASERA as an organization and for its incorporation, (b) firm establishment
of RISE as an international journal of high quality, and (c) strong collegial approach to supporting the research of his colleagues
including early career researchers and research degree candidates.
相似文献
Keith SkampEmail: |
740.