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991.
Jennifer G. Cromley Tony Perez Theodore W. Wills Jacqueline C. Tanaka Erin McNamara Horvat Emily Tancredi-Brice Agbenyega 《Contemporary educational psychology》2013
In laboratory studies, induced stereotype threat shows negative effects on academic performance and learning. Is the relation between stereotype threat and grades robust in naturalistic settings, specifically in introductory STEM courses? We gathered data on two new measures we term race and sex stereotype bias, which were administered four times over the course of introductory chemistry and biology courses for STEM majors (N = 1358). Patterns of growth for all stereotype bias measures showed a discontinuous pattern, with increases during each semester (fall and spring) and decreases between semesters. For all stereotype bias measures, sophomores scored significantly higher than freshmen, and juniors scored in between. For the sex stereotype bias measure, females scored significantly higher than males. There were no race or sex differences on slopes of growth; though groups began at different levels, all grew at the same rate. There was little relation between grades and stereotype bias when analyzed by race; Asian students showed the largest number of significant – albeit small – correlations (3) and Black students the fewest (none). Correlations between grades and sex stereotype bias were significant and negative – but small – only for males. Results support a point made by Steele in 1997 but neglected since then; stereotype threat may affect only a small sub-portion within stereotyped groups. We argue that variables other than stereotype threat might be better targets for research attempting to explain gaps in STEM achievement and retention. 相似文献
992.
This experimental study investigated connections between subject expertise and multitasking ability among college students. One hundred thirty college students participated in the study. Participants were assessed on their subject expertise and reading tasks under three conditions: (a) reading only (silence condition), (b) reading with a video playing in the background (background multitasking condition), and (c) reading and watching video simultaneously (test multitasking condition). The data indicated that the participants performed best in the background condition; the experts scored better than the novices; experts performed better when the reading-comprehension questions were more difficult. Implications for teaching are discussed. 相似文献
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Richard C. Gershon Jerry Slotkin Jennifer J. Manly David L. Blitz Jennifer L. Beaumont Deborah Schnipke Kathleen Wallner‐Allen Roberta Michnick Golinkoff Jean Berko Gleason Kathy Hirsh‐Pasek Marilyn Jager Adams Sandra Weintraub 《Monographs of the Society for Research in Child Development》2013,78(4):49-69
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Jennifer R. Ayres 《Religious education (Chicago, Ill.)》2013,108(2):215-230
This article examines how pastoral leaders learn in the context of ministry in terms of how they see the relationship between theory and practice. The work of Wilfred Carr is introduced as a theoretical framework and clue structures are used to distinguish the different approaches to the theory and practice relationship. A case study using two examples is used to demonstrate how the clue structures are used. The article concludes with implications for the theological curriculum. 相似文献
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Abstract Professional development programs should provide teachers with experiences that develop their knowledge and skills to integrate environmental field studies into their school curriculum. This article reports on a professional development model that engaged teachers in designing and conducting local environmental science research projects. An overview of the professional development model is provided and evaluation data are reported, detailing the impact of the professional development model on teachers' understandings about watersheds, water quality, and stream monitoring. 相似文献
1000.
Michael J. Boulton Debborah Murphy Julie Lloyd Sabine Besling Jennifer Coote Jennifer Lewis Roxanne Perrin Linda Walsh 《British Educational Research Journal》2013,39(2):209-221
Despite possible negative effects, many children do not tell their teachers when they have been bullied. This study examined junior school pupils' (N = 294) reports of instrumental, emotional and validation social support received after disclosing being bullied to teachers, and associations with intentions to disclose in the future. Overall, participants reported receiving modest to high levels of social support. The three social support variables accounted for a significant proportion (16.3%) of the variance in intentions to disclose. Each of them also emerged as significant non unique predictors (i.e. not controlling for their shared variance), and validation social support did so even after controlling for the influence of the other two types. These effects were stronger for boys than for girls, and some varied by age. Findings are discussed in terms of outcome‐ expectancy theory and practical implications. 相似文献