全文获取类型
收费全文 | 405篇 |
免费 | 6篇 |
专业分类
教育 | 282篇 |
科学研究 | 62篇 |
各国文化 | 12篇 |
体育 | 22篇 |
信息传播 | 33篇 |
出版年
2023年 | 3篇 |
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 17篇 |
2019年 | 20篇 |
2018年 | 22篇 |
2017年 | 16篇 |
2016年 | 20篇 |
2015年 | 14篇 |
2014年 | 15篇 |
2013年 | 78篇 |
2012年 | 8篇 |
2011年 | 25篇 |
2010年 | 13篇 |
2009年 | 11篇 |
2008年 | 13篇 |
2007年 | 32篇 |
2006年 | 7篇 |
2005年 | 11篇 |
2004年 | 5篇 |
2003年 | 2篇 |
2002年 | 9篇 |
2001年 | 4篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1991年 | 1篇 |
1990年 | 4篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1978年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1936年 | 1篇 |
1923年 | 1篇 |
1922年 | 3篇 |
1882年 | 1篇 |
排序方式: 共有411条查询结果,搜索用时 31 毫秒
31.
The purpose of this simulation study was to assess the performance of latent variable models that take into account the complex sampling mechanism that often underlies data used in educational, psychological, and other social science research. Analyses were conducted using the multiple indicator multiple cause (MIMIC) model, which is a flexible and effective tool for relating observed and latent variables. The data were simulated in a hierarchical framework (e.g., individuals nested in schools) so that a multilevel modeling approach would be appropriate. Analyses were conducted accounting for and not accounting for the nested data to determine the impact of ignoring such multilevel data structures in full structural equation models. Results highlight the differences in modeling results when the analytic strategy is congruent with the data structure and what occurs when this congruency is absent. Type I error rates and power for the standard and multilevel methods were similar for within-cluster variables and for the multilevel model with between-cluster variables. However, Type I error rates were inflated for the standard approach when modeling between-cluster variables. 相似文献
32.
George Veletsianos Royce Kimmons Karen D. French 《Educational technology research and development : ETR & D》2013,61(2):255-278
Researchers and practitioners have suggested that the use of social networking sites in formal education may be a worthwhile endeavor. Toward this goal, emerging learning platforms have included social networking features. Nevertheless, empirical literature examining user experiences, and more specifically instructor experiences, with these tools is limited. In this qualitative study, we address this gap in the literature by reporting the experiences of five instructors who used a social networking platform in their courses. We find that instructors (a) had expectations of Elgg that stemmed from numerous sources, (b) used Elgg in heterogeneous ways and for varied purposes, (c) compartmentalized Elgg and used it in familiar ways, and (d) faced frustrations stemming from numerous sources. We note that the ways Elgg came to be used “on the ground” is contested and contrasts starkly with the narrative of how social software might contribute benefits to educational practice. In addition, we note that learning management systems may frame the ways through which other tools, such as social media and Elgg, are understood, used, and experienced. 相似文献
33.
34.
Cathy Atkinson George Thomas Natasha Goodhall Laura Barker Isabella Healey Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25
Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources. 相似文献
35.
36.
This study examines the ways in which preschool teachers support the development of children's explanatory language through science inquiry. Two classrooms in a preschool center using a science inquiry curriculum were videotaped during a 5-week unit on color mixing. Videotapes were analyzed for how teachers facilitated children's explanatory language. An assessment of explanatory language was administered to 47 children in the center before and after the color mixing unit. Analysis of discourse revealed that teachers engaged children as conversational partners and as scientific investigators responsible for their own learning. Explanations were dynamically co-constructed by adults and children within the context of participation in scientific inquiry. By the end of the unit, children produced more on-topic responses, more standard color-mixing terms, and more causal connectives in their responses to the assessment of explanatory language. 相似文献
37.
Soares Joana do Céu Taveira Maria de Oliveira Marina Cardoso Oliveira Íris Martins Melo-Silva Lucy Leal 《International Journal for Educational and Vocational Guidance》2021,21(3):507-529
International Journal for Educational and Vocational Guidance - The career adaptation model helps to explain the process of transitioning from university to employment among college students. This... 相似文献
38.
We report findings from a cross-institutional investigation testing the applicability of a new concept, ‘satisfied settling’, which describes the ways in which students are unconsciously ‘settling for less’ in terms of their university experiences. The context of exploration for this article was that of Muslim students’ experiences as a critical area which has received little previous focus. Our results describe a staged cognitive process undertaken by students to subconsciously excuse institutional failures to support their religious needs by settling for lower levels of satisfaction. The ‘counter stories’ told by 19 Muslim students (via semi-structured interviews) detail how their voices are heard or silenced around the deep importance of religious provisions in their university experiences. Satisfied settling was ultimately found to translate across institutional contexts, and the applicability of the concept is discussed in extending to other marginalised student groups. 相似文献
39.
40.