全文获取类型
收费全文 | 534篇 |
免费 | 8篇 |
专业分类
教育 | 422篇 |
科学研究 | 12篇 |
各国文化 | 7篇 |
体育 | 17篇 |
信息传播 | 84篇 |
出版年
2023年 | 5篇 |
2022年 | 2篇 |
2020年 | 11篇 |
2019年 | 12篇 |
2018年 | 15篇 |
2017年 | 28篇 |
2016年 | 29篇 |
2015年 | 10篇 |
2014年 | 19篇 |
2013年 | 143篇 |
2012年 | 13篇 |
2011年 | 11篇 |
2010年 | 18篇 |
2009年 | 19篇 |
2008年 | 13篇 |
2007年 | 19篇 |
2006年 | 19篇 |
2005年 | 14篇 |
2004年 | 9篇 |
2003年 | 7篇 |
2002年 | 11篇 |
2001年 | 9篇 |
2000年 | 6篇 |
1999年 | 8篇 |
1998年 | 11篇 |
1997年 | 4篇 |
1996年 | 8篇 |
1995年 | 7篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 6篇 |
1981年 | 1篇 |
1980年 | 4篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1974年 | 2篇 |
排序方式: 共有542条查询结果,搜索用时 15 毫秒
41.
Teacher candidates train in an educational world that has changed dramatically. The tensions and challenges that preservice teachers experience are a reality for teacher education programs and must be planned for. The authors from a teacher preparation program describe the steps they have taken to support more authentic and integrated work with teacher candidates who struggle in their performance during their licensure program. After implementing a program‐wide support plan protocol and professional action plan tool, we examined the issues that signaled the need for intervention, the types of supports provided, and the resulting program decision. We captured staff perspectives regarding the effectiveness of the support plan protocol and conclude with recommendations to support teacher candidates in acquiring the conceptual and technical knowledge, skills, and disposition needed to teach in today’s classrooms. 相似文献
42.
43.
Donna Kalmbach Phillips 《Teachers and Teaching》2013,19(5):633-644
This research project began as an effort to redesign a learning theory course as transitional space and evolved into an analysis of how unresolved conflict from younger learning selves influence graduate preservice teachers’ acquisition of teacher identity. The study draws upon work by Elizabeth Ellsworth on transitional space and Deborah P. Britzman’s work that deconstructs teacher education development. The data for the study were collected throughout a three‐semester graduate teacher education program and include narrative and formal writing using theoretical discourses. Foucauldian concepts of discourse analysis were used to interpret the initial data set; discourse analysis maps were then employed to further develop data interpretation. Two case study illustrations of preservice teachers resulted from this work. These illustrations demonstrate how transitional space is troubled space and the unevenness of teacher development. The study raises the question, ‘What will teacher education do with uncertainty?’ 相似文献
44.
45.
Donna M. Wolfinger 《科学教学研究杂志》1982,19(7):595-602
The purpose of this research was to determine whether the young child's understanding of physical causality is affected by school science instruction. Sixty-four subjects, four and one-half through seven years of age, received 300 min of instruction designed to affect the subject's conception of causality as reflected in animism and dynamism. Instruction took place for 30 min per day on ten successive school days. Pretesting was done to allow a stratified random sample to be based on vocabulary level and developmental stage as well as on age and gender. Post-testing consisted of testing of developmental level and level within the causal relations of animism and dynamism. Significant differences (1.05 level) were found between the experimental and control groups for animism. Within the experimental group, males differed significantly (1.001 level) from females. The elimination of animism appeared to have occurred. For dynamism, significant differences (0.05 level) were found only between concrete operational subjects in the experimental and control groups, indicating a concrete level of operations was necessary if dynamism was to be affected. However, a review of interview protocols indicated that subjects classified as nonanimistic had learned to apply a definition rather than to think in a nonanimistic manner. 相似文献
46.
47.
Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues. 相似文献
48.
Gifted girls of color represent a potentially untapped resource for increasing and sustaining a diverse science, technology, engineering, and mathematics (STEM) workforce. Girls of color possess unique mathematics and science gifts and talents that can remain unrealized if not addressed before middle school. Culturally responsive STEM out-of-school-time (OST) activities can be an effective means to develop STEM capacity in gifted girls of color. The researchers present three considerations to support the implementation of STEM OST. First, they offer a rationale for culturally relevant STEM enrichment activities for gifted girls of color. Next, the researchers consider how culturally relevant STEM OST activities can help to close the achievement gap. Finally, they explain how professional mentorship opportunities within OST activities can help gifted girls of color navigate the STEM pipeline. 相似文献
49.
A Model of the Effects of Perceived Parent and Peer Support on Adolescent False Self Behavior 总被引:1,自引:0,他引:1
Susan Harter Donna B. Marold Nancy R. Whitesell Gabrielle Cobbs 《Child development》1996,67(2):360-374
A model linking 3 perceived support variables, namely, level of support, quality of support (unconditional or conditional), and hope about future support, to false self behavior (acting in ways that are not the "real me") was hypothesized. Both parent and peer support were examined. The best fitting model for the parent and peer data revealed that perceived quality and level of parent support predict hope about future parent support, which in turn predicts false self behavior. Adolescents' motives for engaging in false self behavior were also examined. Those whose reported motives were hypothesized to be the most clinically debilitating (devaluation of the self) reported the most negative outcomes (depressed affect, low self-worth, hopelessness, and less knowledge of the true self). In contrast, adolescents citing the developmentally normative motive of role experimentation reported the most positive affect, highest self-worth, greatest hopefulness, and most knowledge of true self. Those reporting that they engaged in false self behavior to please, impress, or win the approval of parents and peers had intermediate scores on the depression, self-worth, hope, and knowledge of true self measures. Discussion focused on the potential causes and consequences of false self behavior. 相似文献
50.
Donna Tangen 《International Journal of Inclusive Education》2017,21(1):63-72
Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers’ current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis to explore pre-service teachers’ self-perceptions as inclusive teachers, utilising the theory of possible selves. Forty-six (n?=?46) of 292 pre-service teachers enrolled in an inclusive education subject in a graduate entry teacher education programme in eastern Australia participated in this study. Findings revealed that pre-service teachers had developed good theoretical understanding of inclusive education through their coursework. However, their development of possible selves as inclusive educators was less well-defined in that they had difficulty extending their understandings of who they might be as inclusive teachers beyond their coursework samples. This difficulty in identifying their cultural selves beyond a stereotypical norm of who a ‘classroom teacher’ is indicates a need for more and extensive time for pre-service teachers to develop their professional identities as inclusive educators. 相似文献