全文获取类型
收费全文 | 645篇 |
免费 | 9篇 |
专业分类
教育 | 511篇 |
科学研究 | 30篇 |
各国文化 | 6篇 |
体育 | 46篇 |
文化理论 | 1篇 |
信息传播 | 60篇 |
出版年
2022年 | 5篇 |
2021年 | 10篇 |
2020年 | 9篇 |
2019年 | 27篇 |
2018年 | 26篇 |
2017年 | 34篇 |
2016年 | 31篇 |
2015年 | 15篇 |
2014年 | 16篇 |
2013年 | 162篇 |
2012年 | 14篇 |
2011年 | 14篇 |
2010年 | 21篇 |
2009年 | 15篇 |
2008年 | 13篇 |
2007年 | 10篇 |
2006年 | 21篇 |
2005年 | 7篇 |
2004年 | 10篇 |
2003年 | 6篇 |
2002年 | 8篇 |
2001年 | 11篇 |
2000年 | 8篇 |
1999年 | 11篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 6篇 |
1995年 | 5篇 |
1994年 | 4篇 |
1993年 | 9篇 |
1991年 | 4篇 |
1990年 | 6篇 |
1989年 | 5篇 |
1987年 | 4篇 |
1985年 | 5篇 |
1984年 | 6篇 |
1979年 | 4篇 |
1978年 | 7篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1974年 | 3篇 |
1973年 | 5篇 |
1972年 | 3篇 |
1971年 | 7篇 |
1970年 | 3篇 |
1969年 | 3篇 |
1968年 | 3篇 |
1966年 | 4篇 |
1964年 | 4篇 |
排序方式: 共有654条查询结果,搜索用时 15 毫秒
81.
Geoffrey Barnes Dennis M McInerney Herbert W Marsh 《The Australian Educational Researcher》2005,32(2):1-23
In many countries there remain substantial sex differences in enrolments in elective science courses, despite concerted efforts in recent years to alleviate them. This paper explores the reasons for these differences by comparing models of male and female enrolment intentions in elective courses in biology, chemistry and physics. The models are based on responses from approximately 450 students from 5 Australian high schools. First, a theoretical model, the Science Enrolment Model, was derived from Eccles and colleagues’ General Model of Academic Choice. Students’ responses were then used to develop empirical models of enrolment intentions in the three elective courses. Analyses for the models were conducted using the LISREL “mean structures” extension. Sex differences in the dependent variables in the models were then attributed to the relevant sets of independent variables. Substantial sex differences were identified in measures of perceived career value, interest and performance expectations in all three models which explained between 70% and 82% of the sex differences in enrolment intentions. 相似文献
82.
Agreement on mission and institutional responses to decline 总被引:1,自引:0,他引:1
Barbara Parker 《Research in higher education》1986,25(2):164-181
This study of 56 small- to medium-sized institutions of higher education examines the causal paths between agreement on mission and severity of decline as they predict two types of responses to decline. The mediating effects of causal attributions are also examined. The results suggest that agreement on mission is the better predictor of responses; organizations with a high agreement on mission select fewer operating and strategic responses. An interpretation for these findings is that organizations with a high internal agreement on mission more selectively pursue responses to decline. Decline severity is shown to be of limited value in directly predicting responses to decline for this sample. 相似文献
83.
Christina Cipriano Tia N. Barnes Susan E. Rivers Marc Brackett 《Journal of Education for Students Placed at Risk》2019,24(1):1-19
The present paper examines if developmental pathways for students at risk for academic failure can be improved through social and emotional learning (SEL). Specifically, we test this hypothesis by accounting for shifts in student engagement, a highly studied and malleable construct often inclusive of SEL interventions, as the pathway by which to impact student achievement outcomes. Using longitudinal data from a randomized control trial, we identified students at risk for school failure (n?=?318) within a larger sample of fifth graders (N?=?1,352). Multigroup path model revealed that participation in RULER significantly impacted the relationship between student engagement and conduct behaviors for at risk students: students who experienced RULER demonstrated increased engagement a year later (at sixth grade) and improved conduct the following year (in seventh grade). The potential for and limitations of SEL programs on developmental trajectories for students at risk for school failure are discussed. 相似文献
84.
David Parker 《The International Journal of Art & Design Education》2001,20(3):296-301
The Education Projects section of the British Film Institute (bfi) is engaged in a range of activities which explore the ways in which moving image media might redefine the current curriculum. In the long term our aim is for this work to effect change at policy level by raising awareness of the educative potential of moving image media both as a means of contextualising other subject areas and as an area of study in its own right. This paper describes the rationale behind one pilot project based in a number of Education Action Zones (EAZs). The aim of the project — called ‘Story Shorts’— is to use films as a resource to develop both print literacy and cineliteracy. After an overview of current research in the area of media and literacy, this paper moves on to describe the ‘Story Shorts’ pilot in some detail. It then focuses on some of the theoretical arguments which suggest this kind of scheme may be a way forward for new curriculum design. 相似文献
85.
Angela Vatalaro Anne McDonald Culp Debbie L. Hahs-Vaughn Amanda C. Barnes 《Early Childhood Education Journal》2018,46(4):451-466
This study examined the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of 3-, 4-, and 5-year-old preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasi-experimental study, which included an 8-week intervention in which the children interacted with one of two types of apps: one classroom used four scaffolding-like vocabulary apps for an average of 1.8 h per day (n?=?16) and one classroom used four open-ended vocabulary apps for an average of 1.3 h per day (n?=?15). Two classrooms served as comparison groups (n?=?18; n?=?14) which used apps that were chosen by the Head Start program with no specific instructional method for approximately 1 h per day. Children’s vocabulary was assessed pre- and post-intervention using the PPVT-4, the EVT-2, and iPad Receptive and Expressive Vocabulary Assessments. Using a repeated measures analysis of variance with split plot analysis, children who used scaffolding-like vocabulary apps performed statistically significantly higher on the PPVT-4 than children who used open-ended vocabulary apps. There were no significant differences between groups on the EVT-2. The study contributed to the literature on teacher instruction of utilizing scaffolding-like apps to increase preschool vocabulary knowledge. 相似文献
86.
Katherine B. Owen Philip D. Parker Brooke Van Zanden Freya MacMillan Thomas Astell-Burt 《教育心理学家》2016,51(2):129-145
Physical activity is associated with numerous health benefits in youth; however, these benefits could extend further than health, into education. Our aim was to systematically review and combine in meta-analyses evidence concerning the association between physical activity and the dimensions of school engagement, including behavior (e.g., time-on-task), emotions (e.g., lesson enjoyment), and cognition (e.g., self-regulated learning). We conducted meta-analyses using structural equation modeling on results from 38 studies. Overall, physical activity had a small, positive association with school engagement (d = .28, I2 = .86), 95% confidence interval [.12, .46]. This association was moderated by study design, with significant associations shown in randomized controlled trials but not in studies employing other designs. Risk of bias was also a significant effect moderator, as studies with a low risk of bias showed significant associations but not high risk of bias studies. Altogether, these results suggest that physical activity could improve school engagement. 相似文献
87.
Debugging is an over-looked component in K-12 computational thinking education. Few K-12 programming environments are designed to teach debugging, and most debugging research were conducted on college-aged students. In this paper, we presented debugging exercises to 6th–8th grade students and analyzed their problem solving behaviors in a programming game – BOTS. Apart from the perspective of prior literature, we identified student behaviors in relation to problem solving stages, and correlated these behaviors with student prior programming experience and performance. We found that in our programming game, debugging required deeper understanding than writing new codes. We also found that problem solving behaviors were significantly correlated with students’ self-explanation quality, number of code edits, and prior programming experience. This study increased our understanding of younger students’ problem solving behavior, and provided actionable suggestions to the future design of debugging exercises in BOTS and similar environments. 相似文献
88.
89.
This paper strongly suggests that the views of minority students must be included in any meaningful assessment of teacher
preparation programs' efforts to address racial diversity. The project was initiated during the 1990–91 academic year by interviewing
minority juniors and seniors (total of 24), selected faculty, and administrators (deans, associate deans, department chairs)
at two colleges of education as well as extensive document reviews. Intermittent follow-up interviews and document reviews
continued through the 1993–94 academic year. These minority students did not feel that their teacher preparation programs
had adequately prepared them to teach in racially diverse settings. Faculty and administrators agreed with the contention
of the students but also pointed to a few tangible efforts that had been initiated to rectify this problem. 相似文献
90.