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71.
72.
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
73.
Kelley Regan Anna Evmenova Pam Baker Marci Kinas Jerome Vicky Spencer Holly Lawson Terry Werner 《The Internet and Higher Education》2012,15(3):204-212
In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative. 相似文献
74.
Laura H. Aversa Jennifer Lemmer Sarah Nunnink Robert N. McLay Dewleen G. Baker 《Child abuse & neglect》2014
Previous studies have found an association between childhood maltreatment (CM) and health-related quality of life (HRQoL), and to a lesser extent have considered whether psychiatric symptoms may explain the relationship. This study aimed to further our understanding of the link between CM and HRQoL by testing whether posttraumatic stress disorder (PTSD) or depressive symptoms mediate the relationship between childhood maltreatment and physical HRQoL. Mediation models were examined in a sample of male Operation Enduring Freedom (OEF) and Operation Iraqi Freedom (OIF) active duty and combat veterans (n = 249). PTSD and depressive symptoms mediated the relationship between CM and overall physical HRQoL, as well as participation in daily activities due to physical health, bodily pain, and social functioning. Mediation of the relationship between childhood maltreatment and physical and social functioning by depression and PTSD symptoms may lend support to neurobiological hypotheses that childhood maltreatment sensitizes the nervous system and after repeated trauma may lead to the development of psychiatric symptoms, which have a major impact on morbidity and mortality. 相似文献
75.
76.
Between 1800 and 1918, Sarah Bernhardt toured America nine times. Although she received critical praise and large profits from extended runs in cities, she often performed in smaller towns between cities to help defray the expenses of touring. Bernhardt's performance of Camille in Little Rock, Arkansas on March 6, 1906 was hailed as “the greatest dramatic event in the history of Little Rock.” This study details the events of Bernhardt's visit, discussing its impact on the social and cultural life of the city. 相似文献
77.
W.J. Baker Vishwa Mohan Mishra James R. Bradon John A. Lent Richard L. Merritt Gayle Durham Hollander 《Communication Booknotes Quarterly》2013,44(2):6-8
W.J. Baker's A History of the Marconi Company (New York: St. Martin's Press, 1972–$12.95) Vishwa Mohan Mishra's Communication and Modernization in Urban Slums (New York: Asia Publishing House, Inc., 1972—$6.95, with paper edition available) James R. Bradon (ed.) The Performing Arts in Asia (Paris: Unesco [available in this country from New York: Unipub, Inc.], 1971—$3.00, paper) John A. Lent (ed.) The Asian Newspapers' Reluctant Revolution (Ames: Iowa State University Press, 1971—$12.50) Richard L. Merritt (ed.) Communication in International Politics (Urbana: University of Illinois Press, 19Y2—$15.00) Gayle Durham Hollander's Soviet Political Indoctrination: Developments in Mass Media and Propaganda Since Stalin (New York: Praeger Special Studies in International Politics and Public Affairs, 1972—$15.00) 相似文献
78.
Joe Ayres Frances E. Ayres Alan L. Baker Noelle Colby Camille De Blasi Debbie Dimke 《Journal of Applied Communication Research》2013,41(2):132-147
These studies were designed to determine: 1) if a videotape could be used to help people cope with public speaking anxiety; 2) how this videotape compared with other interventions; 3) whether the video could be used on a self‐help basis; and 4) whether the video would be effective over time. These issues were addressed in two separate studies. These studies indicated that the videotape reduced self‐reported levels of trait CA, state CA, and negative thinking. The first study linked the videotape to reduced rigidity while the second linked the videotape to reduced agitation. The second study also found trait CA to be reduced over time. Meta‐analysis was used to compare these data with other interventions. That analysis revealed this videotape was generally more effective than other interventions in reducing trait CA in study one. The videotape was found to reduce state CA and negative thinking more than other interventions in study two. These and other results are discussed at the conclusion of these studies. 相似文献
79.
Johanna Cena Doris Luft Baker Edward J. Kame’enui Scott K. Baker Yonghan Park Keith Smolkowski 《Reading and writing》2013,26(8):1289-1316
This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were randomly assigned to a treatment group (Vocabulary Enhanced Systematic and Explicit Teaching Routines [VE-SETR]) or a comparison group that received general vocabulary instruction using the standard reading curriculum with general strategies designed to increase the explicitness of instruction (General Systematic and Explicit Teaching Routines). Results indicated a statistically significant difference in depth of student Spanish vocabulary knowledge favoring the VE-SETR group. Differences on language proficiency in English, general vocabulary knowledge in Spanish, and oral reading fluency in Spanish were not statistically significant. Implications for future research are discussed. 相似文献
80.
Abstract An increasing number of researchers are investigating the effect of students’ prior knowledge and beliefs on their development of scientific concepts. Much of this research is taking place within the framework of constructivism, and is attracting the attention of science educators in non‐western countries. This integrative research review has been undertaken to help researchers and practitioners to identify issues for further investigation and reflection. The results suggest that ‘cosmetic’ attempts to nationalize western science curricula in non‐western countries are likely to prove ineffective because the problem, from the students’ perspective, is one of poor ‘fit’ between their world‐views, language meanings and prior beliefs and those inherent in the subject. A constructivist paradigm seems to offer good prospects for both understanding the problem and formulating learning strategies in science education which are better suited to non‐western cultures. Nevertheless, constructivist pedagogies imported from the West should be examined for their cultural appropriateness. 相似文献