全文获取类型
| 收费全文 | 929篇 |
| 免费 | 19篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 668篇 |
| 科学研究 | 47篇 |
| 各国文化 | 15篇 |
| 体育 | 105篇 |
| 文化理论 | 5篇 |
| 信息传播 | 109篇 |
出版年
| 2023年 | 6篇 |
| 2022年 | 8篇 |
| 2021年 | 17篇 |
| 2020年 | 17篇 |
| 2019年 | 38篇 |
| 2018年 | 47篇 |
| 2017年 | 42篇 |
| 2016年 | 25篇 |
| 2015年 | 19篇 |
| 2014年 | 30篇 |
| 2013年 | 231篇 |
| 2012年 | 31篇 |
| 2011年 | 35篇 |
| 2010年 | 19篇 |
| 2009年 | 25篇 |
| 2008年 | 32篇 |
| 2007年 | 24篇 |
| 2006年 | 19篇 |
| 2005年 | 26篇 |
| 2004年 | 30篇 |
| 2003年 | 29篇 |
| 2002年 | 17篇 |
| 2001年 | 10篇 |
| 2000年 | 18篇 |
| 1999年 | 12篇 |
| 1998年 | 6篇 |
| 1997年 | 7篇 |
| 1996年 | 20篇 |
| 1995年 | 7篇 |
| 1994年 | 8篇 |
| 1993年 | 11篇 |
| 1992年 | 12篇 |
| 1991年 | 3篇 |
| 1990年 | 8篇 |
| 1989年 | 3篇 |
| 1988年 | 8篇 |
| 1987年 | 3篇 |
| 1986年 | 2篇 |
| 1985年 | 2篇 |
| 1984年 | 6篇 |
| 1983年 | 3篇 |
| 1982年 | 5篇 |
| 1981年 | 4篇 |
| 1980年 | 2篇 |
| 1979年 | 4篇 |
| 1978年 | 3篇 |
| 1977年 | 6篇 |
| 1976年 | 3篇 |
| 1972年 | 3篇 |
| 1969年 | 1篇 |
排序方式： 共有949条查询结果，搜索用时 265 毫秒
941.
942.
Blaire Cholewa Emily Goodman-Scott Jeffrey M. Warren Michael F. Hull 《Counselor Education & Supervision》2020,59(1):46-58
The authors examined trends in school counselor consultation preparation using data collected from 238 program websites, 73 program survey responses, and 57 syllabi. The results indicated an emphasis on consultation content related to theories, stakeholders, and topics, rather than experiential practice. The findings suggest a need to incorporate and assess more application-specific consultation activities and assignments. 相似文献
943.
944.
945.
946.
947.
948.
Journal of Mathematics Teacher Education - 相似文献
949.
Jonathan C. Hilpert Jeffrey A. Greene Matthew Bernacki 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1204-1221
Capturing evidence for dynamic changes in self-regulated learning (SRL) behaviours resulting from interventions is challenging for researchers. In the current study, we identified students who were likely to do poorly in a biology course and those who were likely to do well. Then, we randomly assigned a portion of the students predicted to perform poorly to a science of learning to learn intervention where they were taught SRL study strategies. Learning outcome and log data (257 K events) were collected from n = 226 students. We used a complex systems framework to model the differences in SRL including the amount, interrelatedness, density and regularity of engagement captured in digital trace data (ie, logs). Differences were compared between students who were predicted to (1) perform poorly (control, n = 48), (2) perform poorly and received intervention (treatment, n = 95) and (3) perform well (not flagged, n = 83). Results indicated that the regularity of students' engagement was predictive of course grade, and that the intervention group exhibited increased regularity in engagement over the control group immediately after the intervention and maintained that increase over the course of the semester. We discuss the implications of these findings in relation to the future of artificial intelligence and potential uses for monitoring student learning in online environments.
Practitioner notes
What is already known about this topic- Self-regulated learning (SRL) knowledge and skills are strong predictors of postsecondary STEM student success.
- SRL is a dynamic, temporal process that leads to purposeful student engagement.
- Methods and metrics for measuring dynamic SRL behaviours in learning contexts are needed.
- A Markov process for measuring dynamic SRL processes using log data.
- Evidence that dynamic, interaction-dominant aspects of SRL predict student achievement.
- Evidence that SRL processes can be meaningfully impacted through educational intervention.
- Complexity approaches inform theory and measurement of dynamic SRL processes.
- Static representations of dynamic SRL processes are promising learning analytics metrics.
- Engineered features of LMS usage are valuable contributions to AI models.