全文获取类型
收费全文 | 222篇 |
免费 | 2篇 |
国内免费 | 1篇 |
专业分类
教育 | 188篇 |
科学研究 | 6篇 |
各国文化 | 2篇 |
体育 | 5篇 |
信息传播 | 24篇 |
出版年
2022年 | 2篇 |
2021年 | 1篇 |
2020年 | 5篇 |
2019年 | 6篇 |
2018年 | 12篇 |
2017年 | 11篇 |
2016年 | 10篇 |
2015年 | 4篇 |
2014年 | 4篇 |
2013年 | 48篇 |
2012年 | 13篇 |
2011年 | 4篇 |
2010年 | 9篇 |
2009年 | 9篇 |
2008年 | 5篇 |
2007年 | 4篇 |
2006年 | 3篇 |
2005年 | 5篇 |
2004年 | 1篇 |
2003年 | 3篇 |
2002年 | 1篇 |
2001年 | 3篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1998年 | 4篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1977年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1963年 | 1篇 |
排序方式: 共有225条查询结果,搜索用时 15 毫秒
11.
The Expression of Depressive Symptomatology in Korean American Undergraduates: Sex and Generational Differences 下载免费PDF全文
Jeanett Castellanos Alberta M. Gloria Sara Cho Kim Yong S. Park 《Journal of College Counseling》2014,17(3):208-221
This study examined the influence of acculturation and perception of the university environment on the depressive symptomatology of 228 Korean American undergraduates, with a focus on sex and generational differences. Perceptions of the university environment and perceived barriers were positive predictors of depressive symptomatology in respective regression equations by sex and generation. Study limitations and counseling practice implications are discussed. 相似文献
12.
13.
14.
When General Certificates of Secondary Education (GCSEs) were introduced in the late 1980s, coursework was included as a requirement in many subjects. Coursework was intended to help best represent students' attainments, but concerns about various issues (e.g., tasks becoming formulaic, authenticity of student work, workload) led to a review and ultimately to its replacement with “controlled assessments”. This research investigated the effects of this change. A questionnaire was completed by 346 teachers across 6 subjects. Most teachers felt the risks of plagiarism are similar or have reduced. Two thirds of teachers reported that the introduction of controlled assessment has affected the way they teach, and around 60% feel it has affected the nature of the knowledge and skills learnt by students. There are reportedly practical challenges relating to timetabling, student absence, and increased administration. However, over 70% of teachers consider it “important” or “very important” to have some form of internal assessment in their subject. 相似文献
15.
A narrative review was developed to add to the discussion and dissemination of research on community colleges. The review adds to existing work by synthesizing and critiquing the empirical research to date specific to three of the most prevalent programmatic efforts presently seen on community college campuses: (a) learning communities, (b) student success courses, and (c) supplemental instruction. Empirical investigations or evaluations of student success programs from academic journals, conference presentations, dissertations, unpublished policy reports, and book chapters were identified, summarized, and critiqued. The review concludes with a proposed research agenda to advance research on program effectiveness at community colleges and implications for practice. 相似文献
16.
Elia Fernández-Díaz Carlos Rodríguez-Hoyos Adelina Calvo Salvador Gloria Braga Blanco Lorea Fernández-Olaskoaga Prudencia Gutiérrez-Esteban 《Educational Action Research》2019,27(3):362-378
ABSTRACTThis article focuses on the deconstruction of an inter-university action research project that has allowed us to rethink our teaching and research, questioning the social, political and ethical dimensions of the university. Following the pre-assembly proposal to promote participatory convergence, organized within the framework of the 1st Global Assembly for Knowledge Democracy (2017), an action research process was implemented in order to generate systematic inquiry around the current situation of the university and the need to act and rethink our commitment to promoting changes in this context. We have reflected on the meaning of democratization, rethinking the pedagogical relationship with our students and how we critically commit them to promote activism. We generated an environment where we look for the meaning of our practices by means of a visual narrative which has enabled us to weave and identify our own biography and become aware of where we are and why we act in one way or another. We have also focused on the search for the meaning of our actions in relation to the community we belong to and how to deal with the challenges of social justice, encouraging collaboration with other networks in a wider inter-university framework. 相似文献
17.
18.
Sally A. LaPoint Gloria S. Boutte Kevin J. Swick Mac H. Brown 《Early Childhood Education Journal》1993,20(4):11-14
The implementation of home visits as a technique for involving parents has recently resurfaced. This educational trend has received additional emphasis as the nation attempts to meet the national education goals — particularly the first goal, which states, By the year 2000, all children will enter school ready to learn.Sally A. LaPoint is an Assistant Professor of Early Childhood Education at the University of South Carolina at Beaufort. She also administers the At Risk Early Childhood Family Initiative, located at the historic Penn Center on St. Helena Island, South Carolina. Gloria S. Boutte is an Assistant Professor, Kevin J. Swick is a Professor, and Mac H. Brown is an Associate Professor, Early Childhood Education, at the University of South Carolina, Columbia, S.C. 相似文献
19.
Abstract Portage Guide to Early Education is a home‐based early intervention service for developmentally delayed preschool children. It consists of the triadic model of service delivery, a set of reading materials and a method of training parents to teach their own children. Each of these components are critically evaluated and recommendation made for the future development of Portage. Outcome studies are reviewed and evidence is found of developmental acceleration for mildly delayed children.
A wider range of dependent variables is needed to assess more fully the impact of Portage on both the child and the family. As yet no data are available on long‐term effects of Portage. The case is made for viewing Portage as one amongst several service options available for developmentally delayed preschool children and their families. 相似文献
20.
Gloria Dall'Alba Eleanor Walsh John Bowden Elaine Martin Geofferey Masters Paul Ramsden Andrew Stephanou 《科学教学研究杂志》1993,30(7):621-635
A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of acceleration were found to include: lack of attempts to make explicit relationships with other concepts, failure to point out when it is appropriate to use particular definitions or that an alternative definition might be more appropriate in specific situations, inclusion of operational definitions without conceptual explanations, and a focus on quantitative treatments while overlooking the development of qualitative understanding. Two principal aspects that distinguished the ways in which the students understood acceleration were identified: (a) the relation between acceleration and velocity; and (b) the relation between acceleration and force(s). The results of the study have implications for teaching and, in particular, for the use of textbooks in teaching. These implications are discussed in the article. 相似文献