全文获取类型
收费全文 | 1440篇 |
免费 | 29篇 |
专业分类
教育 | 1047篇 |
科学研究 | 62篇 |
各国文化 | 28篇 |
体育 | 177篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 146篇 |
出版年
2023年 | 8篇 |
2022年 | 12篇 |
2021年 | 21篇 |
2020年 | 51篇 |
2019年 | 62篇 |
2018年 | 81篇 |
2017年 | 75篇 |
2016年 | 77篇 |
2015年 | 49篇 |
2014年 | 52篇 |
2013年 | 330篇 |
2012年 | 40篇 |
2011年 | 48篇 |
2010年 | 35篇 |
2009年 | 35篇 |
2008年 | 37篇 |
2007年 | 30篇 |
2006年 | 29篇 |
2005年 | 27篇 |
2004年 | 37篇 |
2003年 | 25篇 |
2002年 | 22篇 |
2001年 | 12篇 |
2000年 | 20篇 |
1999年 | 17篇 |
1998年 | 5篇 |
1997年 | 20篇 |
1996年 | 11篇 |
1995年 | 11篇 |
1994年 | 14篇 |
1993年 | 11篇 |
1992年 | 11篇 |
1991年 | 15篇 |
1990年 | 12篇 |
1989年 | 11篇 |
1988年 | 13篇 |
1987年 | 10篇 |
1986年 | 8篇 |
1985年 | 16篇 |
1984年 | 5篇 |
1983年 | 10篇 |
1982年 | 6篇 |
1981年 | 6篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1978年 | 6篇 |
1976年 | 7篇 |
1975年 | 2篇 |
1973年 | 3篇 |
1971年 | 3篇 |
排序方式: 共有1469条查询结果,搜索用时 15 毫秒
81.
Christopher Ball Kuo-Ting Huang Shelia R. Cotten R.V. Rikard 《Journal of Science Education and Technology》2017,26(4):372-382
Over the past decade, there has been a strong national push to increase minority students’ positive attitudes towards STEM-related careers. However, despite this focus, minority students have remained underrepresented in these fields. Some researchers have directed their attention towards improving the STEM pipeline which carries students through our educational system and into STEM careers. Previous research has shown that expectancy-value theory (EVT) is useful for examining the short-term as well as long-term academic motivations and intentions of elementary age minority students. These findings provide insights into ways we may be able to potentially “patch” particular STEM pipeline leaks. In the current study, we advance this research by using EVT as a framework to examine the STEM attitudes of young students directly. We hypothesize that students’ academic-related expectancies for success and subjective task values will be associated with an increase in STEM attitudes. Data for this study was gathered over the course of a large-scale computing intervention which sought to increase students’ STEM interest. This computing intervention took place in an urban elementary school district located within the southeastern USA. Results from this study indicate that both intrinsic values and utility values predict students’ STEM attitudes but they influence attitudes related to the various dimensions of STEM differently. These findings demonstrate that EVT provides a useful framework, which can be integrated into future computing interventions, to help encourage positive STEM attitudes in young children, thus increasing the internal pressure (or flow) within the STEM pipeline. 相似文献
82.
83.
84.
Kevin R. Parker Sankara Subramanian Srinivasan Robert F. Houghton Nima Kordzadeh Karoly Bozan Thomas Ottaway Bill Davey 《Education and Information Technologies》2017,22(4):1497-1513
Curriculum development is particularly challenging in computing-related disciplines as the computing industry changes more quickly than most. As information technology degrees have become relatively pervasive, some institutions that offer information systems degrees have recognized a need to develop specialist studies in information systems. This detailed case study shows the forces related to a successful implementation of new Health Informatics degrees. The case describes both an unsuccessful and then a successful attempt at essentially the same curriculum development. Although the case includes some local political factors, these represent typical considerations that a curriculum developer is likely to encounter. 相似文献
85.
This article reports on findings from a year-long research project conducted during the 2012–2013 school year in a PK–12 school district, located in the Mountain West region of the United States, utilizing the Photovoice method. The findings in the project point to the important critical counter-narratives Spanish-speaking immigrant parents present to the larger school community when given the opportunity to have their voices and perspectives heard and recorded in written form. The article provides teachers, counselors, administrators, and support staff in schools and school districts with insight into the hopes and aspirations of Spanish-speaking immigrant parents and highlights educational practices that address issues of equity and access, as seen through the eyes of the participants in the study. 相似文献
86.
87.
Developmentalists are often interested in understanding change processes, and growth models are the most common analytic tool for examining such processes. Nonlinear growth curves are especially valuable to developmentalists because the defining characteristics of the growth process such as initial levels, rates of change during growth spurts, and asymptotic levels can be estimated. A variety of growth models are described beginning with the linear growth model and moving to nonlinear models of varying complexity. A detailed discussion of nonlinear models is provided, highlighting the added insights into complex developmental processes associated with their use. A collection of growth models are fit to repeated measures of height from participants of the Berkeley Growth and Guidance Studies from early childhood through adulthood. 相似文献
88.
This article summarizes the current knowledge of response‐to‐intervention (RTI) models in preschool settings, with an emphasis on evaluating the strengths and weaknesses of our current research base. Particular attention is given to the unique challenges of high‐risk preschool settings. Presently, sufficient empirical support exists to begin establishing tiered intervention systems and building teacher capacity. Lacking, however, are valid and reliable assessment tools and insufficiently trained personnel to support a data‐based decision‐model within high‐risk preschools. We conclude that organizational development should focus on building teacher capacity, establishing high‐quality classroom instruction, and planning for sustainable programs, with adoption of a full RTI service delivery model serving as a long‐range aspirational goal. © 2011 Wiley Periodicals, Inc. 相似文献
89.
John R. Kirby Angela Ball B. Kelly Geier Rauno Parrila Lesly Wade‐Woolley 《Journal of Research in Reading》2011,34(3):263-280
The development of interest in reading and its relationship to reading ability was examined longitudinally in 117 children in Grades 1–3. Interest in reading was measured by eight items from the Elementary Reading Attitude Survey. Less able readers had lower interest in reading, but their development was parallel to that of more able readers. Interest in reading in Grade 1 was weakly correlated with Grade 3 reading ability, but correlations were lower for interest measured in Grades 2 and 3. Hierarchical regression analyses indicated weak and inconsistent effects of reading interest on reading ability after controlling general cognitive ability, SES, phonological awareness and naming speed. It is concluded that interest in reading has only a weak relationship to reading ability in the early elementary years, and that much of that relationship overlaps with the effects of other more powerful predictors. 相似文献
90.
Eagan MK Sharkness J Hurtado S Mosqueda CM Chang MJ 《Research in higher education》2011,52(2):151-177
Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs,
few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research
projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging
undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey,
we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics
(STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory
relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive
government funding for their research are more likely to involve undergraduates in their research project(s). In addition,
faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in
research. Implications for advancing undergraduate research opportunities are discussed. 相似文献