全文获取类型
收费全文 | 257篇 |
免费 | 7篇 |
国内免费 | 1篇 |
专业分类
教育 | 209篇 |
科学研究 | 12篇 |
体育 | 24篇 |
文化理论 | 3篇 |
信息传播 | 17篇 |
出版年
2022年 | 4篇 |
2021年 | 7篇 |
2020年 | 9篇 |
2019年 | 15篇 |
2018年 | 37篇 |
2017年 | 18篇 |
2016年 | 14篇 |
2015年 | 6篇 |
2014年 | 17篇 |
2013年 | 43篇 |
2012年 | 8篇 |
2011年 | 11篇 |
2010年 | 7篇 |
2009年 | 5篇 |
2008年 | 4篇 |
2007年 | 8篇 |
2006年 | 5篇 |
2005年 | 3篇 |
2004年 | 5篇 |
2003年 | 3篇 |
2002年 | 3篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1998年 | 5篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1976年 | 3篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1942年 | 1篇 |
排序方式: 共有265条查询结果,搜索用时 24 毫秒
1.
2.
Ivan J. K. Dahl 《The Teacher Educator》2013,48(2):23-26
Maintaining that academic freedom is necessary if schools are to function effectively, Dr. Dahl presents lucid arguments to support his position. 相似文献
3.
Kim M. Tsai Ronald E. Dahl Michael R. Irwin Julienne E. Bower Heather McCreath Teresa E. Seeman David M. Almeida Andrew J. Fuligni 《Child development》2018,89(5):1577-1588
The current study examines the association between parental support and adolescent sleep under varying levels of family stress. Participants included 316 adolescents (Mage = 16.40 years, 43% male) and their parents (Mage = 45.67 years, 91% mothers) from diverse ethnic backgrounds. Both adolescents and parents completed questionnaires and adolescents wore wrist actigraphs and completed self‐reports on their sleep for 7 consecutive days. Results indicated that under contexts of family stress, more parental support was linked to longer sleep duration, less sleep variability, and less time spent awake during the night. Findings suggest that under contexts of family stress, cohesive family relationships may provide a sense of stability and security that is necessary for healthful sleep. 相似文献
4.
Tamara van Gog K. Anders Ericsson Remy M. J. P. Rikers Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81
Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient
than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the
“expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how
instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand
how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical
framework of deliberate practice have given us a better understanding of the principles and activities that are essential
in order to excel in a domain. This article explores how these activities and principles can be used to design instructional
formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which
learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed.
In their preparation of this article, the first and last authors were supported by an Internationalization grant from the
Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010). 相似文献
5.
6.
7.
Axinja Hachfeld Yvonne Anders Sascha Schroeder Petra Stanat Mareike Kunter 《International Journal of Educational Research》2010,49(2-3):78-91
Accurate teacher evaluations of student performance are crucial for effective teaching. This study examined whether students’ immigration and language background affect teachers’ evaluations. Multilevel analyses tested whether teachers overestimate the performance of immigrant relative to that of non-immigrant students. As part of the German PISA 2003 assessment, 305 teachers predicted the performance of seven of their students on two mathematics problems of different linguistic complexity. Results revealed an interaction effect of students’ language background and linguistic complexity of the problem on teachers’ predictions. Teachers overestimated the performance of bilingual students more than the performance of monolingual immigrant or non-immigrant students on a linguistically complex problem. Teachers need to consider both students’ language background and linguistic demands of the material used to appropriately support bilingual students. 相似文献
8.
This paper demonstrates that while ideals of close linkages between research and teaching are widely embraced in research-oriented universities, a practice of division of labour between teaching-oriented and research-oriented staff persists. In an investigation of how the research–teaching nexus is managed at three Swedish universities, we identify a perceived misalignment between institutional incentives for individual academic staff and the needs of teaching. Under pressure from such tensions, managers are forced to deploy pragmatic strategies for the staffing of undergraduate education tasks. This includes allowing research needs and agendas to take priority over teaching needs. While managers seek to secure the participation of senior researchers in education, they often actively prefer to delegate the bulk of teaching activities to less research-active staff. Such strategies seem to reinforce existing patterns of division of labour among academic staff. 相似文献
9.
10.
Anders Albrechtslund 《Ethics and Information Technology》2007,9(1):63-72
This article offers a discussion of the connection between technology and values and, specifically, I take a closer look at
ethically sound design. In order to bring the discussion into a concrete context, the theory of Value Sensitive Design (VSD)
will be the focus point. To illustrate my argument concerning design ethics, the discussion involves a case study of an augmented
window, designed by the VSD Research Lab, which has turned out to be a potentially surveillance-enabling technology. I call
attention to a “positivist problem” that has to do with the connection between the design context and the use context, which
VSD seems to presuppose, and I argue that it is necessary to clearly distinguish between the two, since the designers’ intentions
do not always correspond with the users’ practice; in fact, the relation between design and use is very complex and principally
unpredictable. Thus, a design theory must accept that foresight is limited to anticipation rather than prediction. To overcome
the positivist problem, I suggest a phenomenological approach to technology inspired by Don Ihde’s concept of multistability.
This argument, which is general in nature and thus applies to any theory of design ethics, is intended as a constructive criticism,
which can hopefully contribute to the further development of design ethics. 相似文献