全文获取类型
收费全文 | 2199篇 |
免费 | 30篇 |
专业分类
教育 | 1593篇 |
科学研究 | 133篇 |
各国文化 | 24篇 |
体育 | 187篇 |
综合类 | 4篇 |
文化理论 | 25篇 |
信息传播 | 263篇 |
出版年
2021年 | 27篇 |
2020年 | 34篇 |
2019年 | 69篇 |
2018年 | 74篇 |
2017年 | 84篇 |
2016年 | 84篇 |
2015年 | 51篇 |
2014年 | 69篇 |
2013年 | 616篇 |
2012年 | 55篇 |
2011年 | 64篇 |
2010年 | 51篇 |
2009年 | 54篇 |
2008年 | 54篇 |
2007年 | 46篇 |
2006年 | 45篇 |
2005年 | 47篇 |
2004年 | 41篇 |
2003年 | 43篇 |
2002年 | 32篇 |
2001年 | 22篇 |
2000年 | 40篇 |
1999年 | 34篇 |
1998年 | 25篇 |
1997年 | 21篇 |
1996年 | 26篇 |
1995年 | 20篇 |
1994年 | 22篇 |
1993年 | 19篇 |
1992年 | 24篇 |
1991年 | 19篇 |
1990年 | 19篇 |
1989年 | 17篇 |
1988年 | 19篇 |
1987年 | 12篇 |
1986年 | 10篇 |
1985年 | 17篇 |
1984年 | 10篇 |
1983年 | 14篇 |
1982年 | 14篇 |
1981年 | 9篇 |
1980年 | 11篇 |
1979年 | 12篇 |
1978年 | 11篇 |
1977年 | 10篇 |
1975年 | 8篇 |
1972年 | 6篇 |
1968年 | 8篇 |
1940年 | 8篇 |
1933年 | 8篇 |
排序方式: 共有2229条查询结果,搜索用时 15 毫秒
21.
The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and techniques that are in fact a tightly coupled whole. This position paper advocates a redesign of the scope and sequence for doctoral programs focused on the preparation of the next generations of educational measurement specialists; a redesign that reflects the full life‐cycle of instrument development and use. 相似文献
22.
23.
24.
This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos. 相似文献
25.
26.
This study examines the internal consistency of Novak and Gowin's scoring scheme and its effect on the prediction validity of concept mapping as an alternative science classroom achievement assessment. Data were collected in three typical situations: very limited concept mapping experience with free‐style concept mapping; some concept mapping experience with questions provided; extensive concept mapping experience with a list of concepts provided for. It was found that Novak's scoring scheme was not internally consistent, and therefore there was generally no significant correlation between students’ scores on concept mapping and students’ scores on conventional classroom achievement assessments. The need for a new scoring scheme when concept mapping is used as an alternative science assessment is discussed. 相似文献
27.
The present study examines how language use (e.g., personalized vs. depersonalized language) and modality (e.g., tweets vs. Facebook status updates) influence source credibility interdependently. A total of 257 participants read personalized or depersonalized health messages embedded in mock-up tweets or Facebook status updates. The results show that users perceive depersonalized tweets as more credible than depersonalized status updates posted on Facebook. On the other hand, personalized status updates on Facebook generate higher credibility judgments than personalized tweets. The findings are discussed in light of the MAIN model as well as the preconceived user expectations and communication norms of social media. 相似文献
28.
While constructivism has made a considerable mark concerning learning in many areas of school learning, much less is evident
relating to the education and professional development of teachers. This paper not only deals with the implementation and
evaluation of such a constructivist course, but extends the argument towards the induction of teachers into “critical constructivism”
through their own action research projects. Data is drawn from a single case study which illuminates the induction process
and illustrates the changes taking place in the professional life and the reflective practice of one teacher as she deals
with scientific concepts with two classes of 11–15 and 18–25 year olds. The Brazilian setting for the course lends resonance
to its international significance. 相似文献
29.
Roger Johnson 《Teaching Statistics》2003,25(3):66-69
Estimating the number of glacial advances from surviving glacial debris can, amazingly enough, be cast as a records problem for which there is a substantial statistical literature. As a result, instructors may illustrate method of moments and maximum‐likelihood estimation techniques with an interesting problem in the physical sciences. 相似文献
30.
Veronique M. Boscart Lynn McCleary Paul Stolee Linda Sheiban Taucar Jessica Wilhelm Keia Johnson 《Educational gerontology》2020,46(8):461-472
ABSTRACT Nursing Assistants (NAs) are the largest workforce in nursing homes, but often lack adequate preparation for their role. The Living Classroom (LC) is an integrated learning approach, whereby a NA program is delivered in a nursing home (NH) in collaboration with a community college. This paper describes the implementation and evaluation of the LC. Mixed methods were used to gather data from 48 NA students, 5 faculty, and 42 NH staff over 30 weeks. Students, faculty, and nursing home staff described the LC as a positive learning experience. Students’ gerontological knowledge increased over time (p = .0012). Students reported very positive relationships with program mentors and NH residents. The LC provides a unique approach to prepare NAs to work in nursing homes. This model could expand to other educational programs with a gerontology focus. 相似文献