全文获取类型
| 收费全文 | 634篇 |
| 免费 | 7篇 |
专业分类
| 教育 | 466篇 |
| 科学研究 | 17篇 |
| 各国文化 | 8篇 |
| 体育 | 50篇 |
| 文化理论 | 9篇 |
| 信息传播 | 91篇 |
出版年
| 2021年 | 2篇 |
| 2020年 | 5篇 |
| 2019年 | 6篇 |
| 2018年 | 24篇 |
| 2017年 | 21篇 |
| 2016年 | 24篇 |
| 2015年 | 4篇 |
| 2014年 | 12篇 |
| 2013年 | 178篇 |
| 2012年 | 14篇 |
| 2011年 | 13篇 |
| 2010年 | 11篇 |
| 2009年 | 11篇 |
| 2008年 | 14篇 |
| 2007年 | 12篇 |
| 2006年 | 18篇 |
| 2005年 | 11篇 |
| 2004年 | 18篇 |
| 2003年 | 11篇 |
| 2002年 | 21篇 |
| 2001年 | 9篇 |
| 2000年 | 9篇 |
| 1999年 | 17篇 |
| 1998年 | 11篇 |
| 1997年 | 9篇 |
| 1996年 | 7篇 |
| 1995年 | 9篇 |
| 1994年 | 8篇 |
| 1993年 | 5篇 |
| 1992年 | 7篇 |
| 1991年 | 13篇 |
| 1990年 | 6篇 |
| 1989年 | 10篇 |
| 1988年 | 8篇 |
| 1987年 | 6篇 |
| 1986年 | 3篇 |
| 1985年 | 8篇 |
| 1984年 | 9篇 |
| 1983年 | 6篇 |
| 1982年 | 4篇 |
| 1981年 | 4篇 |
| 1980年 | 6篇 |
| 1979年 | 9篇 |
| 1977年 | 4篇 |
| 1976年 | 5篇 |
| 1975年 | 3篇 |
| 1974年 | 7篇 |
| 1973年 | 2篇 |
| 1964年 | 1篇 |
| 1859年 | 1篇 |
排序方式： 共有641条查询结果，搜索用时 671 毫秒
31.
32.
33.
Diane Ebert-May Terry L. Derting Timothy P. Henkel Jessica Middlemis Maher Jennifer L. Momsen Bryan Arnold Heather A. Passmore 《CBE life sciences education》2015,14(2)
The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. 相似文献
34.
35.
36.
37.
Terry Hanley 《Pastoral Care in Education》2017,35(4):253-266
This paper puts forward a framework for supervising teaching staff whose roles involve supporting the emotional well-being of young people and young adults. Initially, the increasing focus upon the interface between education and health is outlined and the potential for this ‘emotional labour’ to cause distress to those in helping roles is considered. Further, as a means of supporting these professionals, the rationale for, and importance of, reflexive practice is outlined. As such, self-care is promoted and clinical supervision related to this work is recommended. To account for the wide variety of ways of working with young people, a pluralistic framework for group supervision is outlined. This psychologically informed framework emphasises the importance of the supervisory alliance and breaks down the process into supervisory goals, tasks and methods. Each element is briefly described and the framework is suggested as a means of supporting those working in these contexts. This proposition is considered alongside a number of associated potential challenges and is outlined purposefully as a provocation to consider the implications of working in such a way within school settings. 相似文献
38.
Terry K. Flennaugh Tyrone C. Howard Mei-Ling Malone Jonli Tunstall Neshemah Keetin Tanya Chirapuntu 《Equity & Excellence in Education》2017,50(2):209-221
African American students continue to attend college at much lower rates than their white, Asian, and Latino counterparts. Although researchers have examined this issue from a multitude of vantage points, the voices of students—particularly students of color—have been limited in this research. Using a counter-storytelling narrative approach, this study examines what urban African American high school students identify as the critical factors affecting their educational trajectory and college-going prospects. Findings from the current study reveal that students identified inadequate resources, tracking, lack of AP courses, and poor teachers as factors that influenced their high school to college transition. This study provides much needed insight into the discourse on school reform from the most important constituent in schools—the students. 相似文献
39.
Terry T. Ishitani 《Research in higher education》2011,52(2):107-122
Using national data, this study examined out-migration behavior of college graduates who attended in-state institutions in
the United States. Unlike previous studies on the issue of student migration, in which researchers used a single equation
approach, the present study employed a multi-level technique to assess the effects of factors from individual, institutional,
and state levels on post-graduation migration. The study findings suggest that grant recipients, students who applied to multiple
institutions, and college graduates from highly selective institutions are more likely to leave their native states, while
Hispanics, college graduates from doctoral institutions, and students who reside in states with higher gross domestic product
are more likely to remain in their native states. 相似文献
40.
四个范式:欧洲档案学的观念和战略的变化——1840年以来西方档案观念与战略的变化 总被引：1，自引：1，他引：0
本报告首先梳理了西方档案理论与档案史,探讨了那些激发档案专业思想、战略及方法的概念,其次又着重阐述了档案鉴定这个由档案工作者从人类文献记录中挑选出很小比例作为档案长久保存的过程。19世纪至今的档案工作者对其工作、职能、活动及社会作用的认识经历了(或者说显示了)四个大的思想框架(或范式),探讨和了解这个背景可以让我们更好地认识和应对我们现在所处的这个数字时代的挑战。 相似文献