全文获取类型
收费全文 | 1110篇 |
免费 | 32篇 |
国内免费 | 1篇 |
专业分类
教育 | 879篇 |
科学研究 | 49篇 |
各国文化 | 19篇 |
体育 | 62篇 |
文化理论 | 12篇 |
信息传播 | 122篇 |
出版年
2023年 | 5篇 |
2022年 | 16篇 |
2021年 | 20篇 |
2020年 | 22篇 |
2019年 | 41篇 |
2018年 | 67篇 |
2017年 | 66篇 |
2016年 | 48篇 |
2015年 | 52篇 |
2014年 | 40篇 |
2013年 | 230篇 |
2012年 | 30篇 |
2011年 | 45篇 |
2010年 | 28篇 |
2009年 | 28篇 |
2008年 | 31篇 |
2007年 | 20篇 |
2006年 | 21篇 |
2005年 | 16篇 |
2004年 | 20篇 |
2003年 | 11篇 |
2002年 | 21篇 |
2001年 | 21篇 |
2000年 | 14篇 |
1999年 | 15篇 |
1998年 | 24篇 |
1997年 | 10篇 |
1996年 | 10篇 |
1995年 | 23篇 |
1994年 | 6篇 |
1993年 | 7篇 |
1992年 | 13篇 |
1991年 | 12篇 |
1990年 | 15篇 |
1989年 | 9篇 |
1988年 | 8篇 |
1987年 | 7篇 |
1986年 | 8篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1983年 | 5篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 7篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1976年 | 5篇 |
1867年 | 2篇 |
1833年 | 2篇 |
排序方式: 共有1143条查询结果,搜索用时 31 毫秒
11.
Elizabeth K. Briody Angela Goldenstein Edward J. Berger 《European Journal of Engineering Education》2019,44(5):666-687
ABSTRACTStudies have found that Faculty–Student Interaction (FSI) has many positive benefits for students including academic support, professional development, mentoring, and career planning. Research-intensive universities exhibit the lowest levels of faculty–student interaction within higher education. This article utilises qualitative methods to explore faculty, student, and staff perceptions of faculty–student interactions, particularly those that take place out of the classroom, at a research-intensive public U.S. university. We identify social distance between faculty and students based on unequal status within a rigid, hierarchically-organised culture as a key barrier to FSI. We then discuss methods that some of the faculty in our study used to mitigate their social distance with students in an effort to increase FSI. 相似文献
12.
13.
Angela Jacklin 《Journal of Research in Special Educational Needs》2011,11(2):99-106
This paper draws on data from a research project that was funded by the UK's Higher Education Academy. The project focused on the experiences of disabled students in one English higher education institution, and a key feature of the project was to attempt to access the perspectives of ‘non‐declaring’ disabled students. This paper draws on the experiences of one of the ‘non‐declaring’ respondents, Anna, a postgraduate student. In the UK, some students declare their disabled status on entry to a higher education institution, some do so once at the institution and some never let the institution know of their impairment. It is the perspectives of this latter group that are particularly difficult to access. Anna's experiences as a postgraduate student provide some insight into what may affect decisions about declaration of impairment. Drawing on a social‐relational understanding of disability, factors that influenced her decision not to ‘declare’ and the consequent effect on her experience of higher education are explored. 相似文献
14.
This article focuses on the four primary issues that directly affect service delivery to students with learning disabilities in postsecondary settings, including (a) How are high school and post-secondary settings different? (b) How are eligibility and access determined? (c) How are reasonable accommodations determined? and (d) How can the independence level of college students with learning disabilities be fostered? Each of these issues will be discussed within the context of the student's transition from high school, where Public Law 94-142 is in effect, to college, where Section 504 of the Rehabilitation Act of 1973 applies. 相似文献
15.
16.
Shane R. Jimerson Gabrielle E. Anderson Angela D. Whipple 《Psychology in the schools》2002,39(4):441-457
The aim of this investigation is to provide a comprehensive review of dropout research that examines grade retention within both associative and predictive models. A systematic review of seventeen studies examining dropping out of high school prior to graduation demonstrates that grade retention is one of the most powerful predictors of dropout status. The discussion addresses the discrepancies among the perspectives of many educational professionals regarding the effectiveness of grade retention and deleterious long‐term correlates. The transactional model of development is presented, which emphasizes developmental trajectories over time, in order to facilitate the interpretation of the association between grade retention and school withdrawal. Educational professionals, teachers, researchers, parents, and policymakers considering the efficacy of grade retention are encouraged to consider the implications of these findings. © 2002 Wiley Periodicals, Inc. 相似文献
17.
Severe underrepresentation of African-Americansamong postsecondary faculty is often linked toeducational pipeline supply problems,while institutional variations in demandfor black faculty labor and barriers to theirrecruitment and retention receive less empiricalattention. Using a nationally representative sample ofcollege faculty from a wide array of institutions andscience disciplines, this study investigates linksbetween internal organizational conditions and blackfaculty representation. Hypotheses derive from competingexplanations of the role of race in academicorganizations: institutionalized discrimination to protectdominant group privileges; statistical discriminationbased on expectations of racial group differences inacademic preparation; labor supply and politicalconstraints on black faculty recruitment. A multivariateanalysis examines organizational conditions that promoteor curb these dynamics and their relationship to blackappointments at different tenure levels. Results indicate that although the discipline-specificblack doctoral labor supply is a powerful constraint onthe representation of black faculty, selectiveorganizational contexts are substantial influences as well. Although we find little evidence thatinsulation from competition or segmented faculty labormarkets influence the racial composition of faculties,black faculty are more often found whereinstitutionalized discrimination may be checked by greaterformalization and black constituencies on campus.Consistent with statistical discrimination, blackfaculty are poorly represented at research-orientedinstitutions, even controlling for the scholarly reputationof doctoral credentials. 相似文献
18.
Quek Choon Lang Angela F. L. Wong Barry J. Fraser 《Research in Science Education》2005,35(2-3):299-321
This study investigated the chemistry laboratory classroom environment, teacher–student interactions and student attitudes
towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the
35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the
30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and
QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry
laboratory classroom environments and teacher–student interactions. Some statistically significant associations of modest
magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal
behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher–student
interactions for gifted students are provided. 相似文献
19.
20.
Given US students’ lack of international competitiveness in mathematics and science, many states have adopted the Common Core State Standards for Mathematics (CCSSM). To help ensure that the Standards for Mathematical Practice within the CCSSM and effective teaching practices are implemented appropriately, many teachers are emerging as teacher leaders with the intent of supporting teachers with this implementation. Unfortunately, not all of these teachers are necessarily prepared in the field of teacher leadership. Recognizing the importance of having well-prepared teacher leaders, this article describes the case of Ms. Hodges, as she transitioned from mathematics teacher to teacher leader. Data revealed that several factors affected Ms. Hodges’ transition, some positively and others negatively. These results as well as implications for teacher leader development are provided. 相似文献