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81.
Identity: a complex structure for researching students’ academic behavior in science and mathematics
This article is a response to Pike and Dunne’s research. The focus of their analysis is on reflections of studying science
post-16. Pike and Dunne draw attention to under enrollments in science, technology, engineering, and mathematics (STEM) fields,
in particular, in the field of physics, chemistry and biology in the United Kingdom. We provide an analysis of how the authors
conceptualize the problem of scientific career choices, the theoretical framework through which they study the problem, and
the methodology they use to collect and analyze data. In addition, we examine the perspective they provide in light of new
developments in the field of students’ attitudes towards science and mathematics. More precisely, we draw attention to and
explicate the authors’ use of identity from the perspective of emerging theories that explore the relationships between the
learner and culture in the context of science and mathematics. 相似文献
82.
The study investigated how well report card grades communicate to students and parents that state educational standards are
being met, standards that are objectively measured by infrequently administered mandated assessments. Data sources were report
card grades and external assessment scores for 2006–09 for Ontario Canada. The information that parents and students received
about student performance from report cards and external assessments were similar (r
s
= .47) to the r = .40–.60 range previously reported. Teachers assigned higher grades than external assessments warranted, even after a major
source of construct irrelevant variance in report card grades (teacher ratings on multiple scales measuring student effort
and school commitment) was controlled. The relationship of grades to assessment scores was robust across genders, school district
types (Public versus Catholic) and language (English and French). Agreement of assessments was higher for grade 6 than for
grade 3 and for Writing than for Reading or Mathematics. Report cards provided information about students’ future achievement
that was accurate and delivered up to 2 years prior to the administration of external assessments. Seventy to 80% of students
who reached the provincial achievement standard on one or both prior report cards were successful on the subsequent external
assessment, compared to 30–50% of students who failed to meet the report card standard at least once. 相似文献
83.
The likelihood of resisting gender‐stereotypic peer group norms, along with expectations about personal resistance, was investigated in 9‐ to 10‐year‐olds and 13‐ to 14‐year‐olds (N = 292). Participants were told about a stereotype conforming group (boys playing football; girls doing ballet) and a stereotype nonconforming group (boys doing ballet; girls playing football). Contrary to expectations from gender‐stereotyping research, participants stated that they would personally resist gender‐stereotypic norms, and more so than they would expect their peers to resist. However, expecting peers to resist declined with age. Participants expected that exclusion from the group was a consequence for challenging the peer group, and understood the asymmetrical status of gender stereotypes with an expectation that it would be more difficult for boys to challenge stereotypes than for girls. 相似文献
84.
In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly focuses on the practices of the field. We argue that more-experienced academic developers have an obligation to provide formal and systematic routes into the field and its knowledge base than is currently the case. One way of doing this is through offering a formal course for growing the next generation of academic developers. Such a course could equip newcomers with a more solid and shared knowledge base, thus contributing to shaping the epistemic spine of AD. In this paper, using Maton's Legitimation Code Theory, we offer an analysis of an existing course aimed at equipping novices with the theoretical and practical knowledge to enable them to solve some of the problems in higher education. From this analysis have emerged general principles that could inform the selection, sequencing and pacing of knowledge in a formal course for academic developers. 相似文献
85.
Innovative Higher Education - Anticipating the deleterious effects of pandemic mitigation protocols on faculty’s research and creative work, many universities introduced mechanisms for... 相似文献
86.
Lynn A. Fish 《Decision Sciences Journal of Innovative Education》2023,21(4):208-223
This teaching brief describes an experiential project used in a graduate Principles of Management course for nonbusiness undergraduate students. Groups of four to six first-year MBA students interviewed a seasoned manager online twice over the 8-week course and discussed the applications of course material. Project subtopics included an introduction to management, strategic management, ethics and social responsibility, innovation and change management, international business, organizational structure, authority and job design, human resource management, leadership, and communication, operations management, and business analytics. Students completed a group report and an individual reflection on their experience. Over 92% of graduate students in the class indicated that the project was a positive learning activity. 相似文献
87.
Filippo Abbondanza Philip S. Dale Carol A. Wang Marianna E. Hayiou-Thomas Umar Toseeb Tanner S. Koomar Karen G. Wigg Yu Feng Kaitlyn M. Price Elizabeth N. Kerr Sharon L. Guger Maureen W. Lovett Lisa J. Strug Elsje van Bergen Conor V. Dolan J. Bruce Tomblin Kristina Moll Gerd Schulte-Körne Nina Neuhoff Andreas Warnke Simon E. Fisher Cathy L. Barr Jacob J. Michaelson Dorret I. Boomsma Margaret J. Snowling Charles Hulme Andrew J. O. Whitehouse Craig E. Pennell Dianne F. Newbury John Stein Joel B. Talcott Dorothy V. M. Bishop Silvia Paracchini 《Child development》2023,94(4):970-984
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (Ncases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions. 相似文献
88.
Sarah W. Harry Kayla E. Bates-Brantley Breya L. Whitefield Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430
Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill. 相似文献
89.
Ali E. Akgün Gary S. Lynn Halit Keskin Derya Dogan 《International Journal of Information Management》2014
This study investigates the antecedents and consequences of team learning, which is composed of information acquisition, dissemination, and implementation, in information technology (IT) implementation projects. By investigating 129 IT implementation project teams, we found that (1) information acquisition and information dissemination have a positive impact on project outcomes, such as speed-to-users, lower implementation cost, and operational effectiveness, and (2) team behavior and enabler variables, such as teamwork, team communication, interpersonal trust between team members, team commitment, and senior manager support, positively influence team learning. We also found that team anxiety moderates the relationship between team learning and project outcomes. 相似文献
90.
Dale Whittington 《Educational Measurement》1999,18(1):14-22
Can validity and reliability be taught from the perspective of the decisions classroom teachers make instead of from a more purely psychometric perspective? What aspects of validity and reliability are particularly relevant for classroom teachers? 相似文献