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81.
The Technology Foundation Course for Women at Huddersfield Polytechnic is designed to help women compensate for their previous lack of experience in technology and to prepare them to enter diploma and degree courses in higher education. The course has several distinctive features in that it is for women only and is designed to meet the needs of mature students with family commitments. Students are allowed flexibility in their choice of subjects, enabling them to study mathematics, physics, computing or chemistry to approximately A‐level standard. Students from the first intake have evaluated the course positively and the majority are studying computing or engineering‐related subjects in higher education. The design of the course is discussed in the light of the requirements of women taking the course and the demand within industry and higher education for more qualified scientists and engineers. 相似文献
82.
This special issue illustrates how research on peer collaboration is influenced by different theoretical perspectives. In the first part of this commentary, the role of theory in each article is discussed. The authors use connections among theory, research questions, and study methods to identify how theory affected the work of each group of researchers. They then make the case that the real need lies in the integration of those theories and in the integration of all findings relevant to applied questions of collaborative processing. Following a brief review of relevant theories, the authors demonstrate how a cohesive, integrated theory of group processes can be adopted. 相似文献
83.
Peggy L. Moch 《The Educational forum》2013,77(1):81-87
This essay invites reflection on the phenomena of time as it impacts the day-to-day life of teachers. It also explores assumptions about time and teaching in three areas: first, beliefs about the force of time and the teacher's struggle to control it; second, beliefs about the potential of time and the benefits of its passing for teachers and students; and finally, beliefs about significant moments in time and the teacher's courage to be appropriately responsive to them. 相似文献
84.
Research indicates that significant groups of older people are using Internet/e-mail technology. Using data from a 2007 random sample of 1,680 New Zealanders aged 65–84, predictors of Internet/e-mail usage and the impact of usage on well-being were investigated. Gender, age, education, household composition, income, and work were significant predictors of Internet/e-mail usage. Significant positive relationships were also found between Internet/e-mail usage, self-rated health, leisure/recreation participation and leadership, and well-being. These research findings suggest that public policies should encourage older people to adopt Internet/e-mail technology to ensure continued participation, learning, and well-being throughout later years. 相似文献
85.
Joseph A. Buckhalt Mona El-Sheikh Peggy S. Keller Ryan J. Kelly 《Child development》2009,80(3):875-892
Relations between children's sleep and cognitive functioning were examined over 2 years, and race and socioeconomic status were assessed as moderators of effects. Third-grade African American and European American children ( N = 166; M = 8.72 years) participated at Time 1 and again 2 years later ( N = 132). At both Time 1 and Time 2, sleep was examined via self-report and actigraphy. Children were administered selected tests from the Woodcock–Johnson III Tests of Cognitive Abilities, and Stanford Achievement Test scores were obtained from schools. Children's sleep was related to intellectual ability and academic achievement. Results build substantially on an emerging literature supportive of the importance of sleep in children. 相似文献
86.
87.
Retrospective perceived child-rearing practices reported by three culturally different groups of college students—Latin Americans (n = 164), CubanAmericans (n = 127), and Anglo-Americans (n = 154)—on sixteen parent practices variables were compared using a 2 (sex) × 3 (cultural group) multivariate analysis of covariance with social class as the covariate. Cuban-American mothers were perceived as more similar to Anglo than to Latin mothers, specifically in their use of disciplinary techniques. Cuban-American mothers and fathers were perceived as applying the greatest amount of achievement pressure. Anglo fathers were perceived as using physical punishment significantly more than Cuban and Latin American fathers. Overall the results provide some support for previous findings in the literature but indicate that the results in the literature on child-rearing practices comparing Anglos to Mexicans and Mexican-Americans are not easily generalizable to other Hispanic or Latin American groups. 相似文献
88.
When parents pick their children up from day care or preschool, one of the first questions that is typically asked of their child is “What did you do in school today?” At an open house parents usually ask teachers, “How is my child doing in your class?” “Is my child learning new things?” “Has my child improved any since the beginning of the school year, and in what ways?” Or think of the child who turns in a product and asks, “What do you think of this, Teacher?” or “Did you like my work today?” 相似文献
89.
It is necessary for teachers to consider alternative means of evaluating their students. One method proving to be effective
for gathering and organizing student productivity, growth, and development is the portfolio approach. This article describes
the Early Childhood Portfolio Assessment Preparation (ECPAP) Model that was used to facilitate the use of student portfolios
in two different early childhood education programs. The goals of the model, the six steps followed and the participants'
responses to this project are discussed. This article may serve early childhood directors and supervisors who are preparing
teachers to implement student portfolios as a supplement or an alternative to the existing assessment and evaluation programs.
Also early childhood teacher education students can benefit from the design and implementation of ECPAP. 相似文献
90.
This study asked elementary school teachers how educational policies affected their science instruction with a majority of English language learners. The study employed a questionnaire followed by focus group interviews with 43 third and fourth grade teachers from six elementary schools in a large urban school district with high populations of English language learners in the southeastern United States. Results indicate that teachers' opinions concerning all areas of policy evolved as the state enforced stronger measures of accountability during the 2‐year period of the study. Although relatively positive regarding standards, their opinions became increasingly negative regarding statewide assessment, and even more so toward accountability measured by reading, writing, and mathematics. The results suggest that it is important to understand how teachers perceive the influence of policies, particularly those relating to English language learners, as science accountability becomes more imminent across the states. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 725–746, 2007 相似文献