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971.
This article reports research concerning the definition of variables by pupils aged 12 to 14 during investigative work. The findings suggest that an increase in the complexity of an investigation lowers the ability to identify relevant variables as pupils start to lose track of the whole task. Substantive concepts intrude most obviously on the ability to define the appropriate dependent variable and to control variables. Pupils appear to have difficulty in realizing the advantages of defining the independent variable as continuous for the investigation as a whole. Possible explanations are considered and some practical ways of addressing this point of difficulty are put forward. © 1996 John Wiley & Sons, Inc. 相似文献
972.
Sandra B. Ward Thomas J. Ward Clifford V. Hatt Debra L. Young Nancy R. Mollner 《Psychology in the schools》1995,32(4):267-276
THE ACID, ACIDS, and SCAD profiles are examples of subtest patterns from the WISC-III that have been proposed as potentially helpful in differential diagnosis of exceptionalities. This study investigated the prevalence and utility of these profiles in a large referred population. Although the incidence rates of the ACID and ACIDS profiles in some groups were greater than rates reported for the standardization sample, incidence levels were found to be low in all clinical groups studied. The SCAD profile evidenced generally higher incidence rates but none greater than the rates reported for the standardization sample. The findings support the use of conditional probabilities and incremental gains based on the actual incidence from a referred population to assist in differential diagnosis; however, none of the profiles are recommended as a criterion for determining exceptionality. 相似文献
973.
974.
975.
Sandra K. Paul 《Publishing Research Quarterly》1999,15(3):63-68
Production and manufacturing departments have overseen an extraordinary development in the technologies used to put books
together. Until recently they have had little information technology (IT) support in their day-to-day functions. Increasing
use of technology, particularly in communication with suppliers, will be essential in the future management of these key external
relationships.
Address for correspondence 相似文献
976.
This paper describes how a collaborative project engaged teachers and university researchers in an ongoing conversation about teaching students whose learning is considered to be at risk due to a complex of social and economic barriers. Action research was employed to develop understanding of unique teacher identities shaped in classroom settings with large numbers of these students. Teacher stories generated by this research revealed that, as key members of interagency teams, teachers play a strong advocacy role for students at risk. 相似文献
977.
Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database: Implications for Educational Evaluation and Research 总被引:2,自引:0,他引:2
The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. An integral part of TVAAS is a massive, longitudinally merged database linking students and student outcomes to the schools and systems in which they are enrolled and to the teachers to whom they are assigned as they transition from grade to grade. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress. Teacher effects on student achievement have been found to be both additive and cumulative with little evidence that subsequent effective teachers can offset the effects of ineffective ones. For these reasons, a component linking teacher effectiveness to student outcomes is a necessary part of any effective educational evaluation system. 相似文献
978.
Object Properties and Object Kind: Twenty-One-Month-Old Infants' Extension of Novel Adjectives 总被引:2,自引:1,他引:1
Three experiments examined the conditions under which infants acquiring English succeed in mapping novel adjectives, applied ostensively to individual objects, to other objects with the same property (color or texture). Twenty-one-month-old infants were introduced to a target (e.g., a yellow object) and asked to choose between (1) a matching test object (e.g., a different yellow object) and (2) a contrasting test object (e.g., a green object). Infants hearing the target labeled with novel adjectives were more likely than those hearing no novel words to choose the matching test object. Infants also revealed an emerging distinction between novel adjectives and nouns. Finally, infants' expectation regarding the extension of adjectives appears to unfold within the support of a familiar basic-level category. Infants extended novel adjectives to the matching test object when all objects were all drawn from the same basic level category; they failed to do so when the objects were drawn from different basic level categories. 相似文献
979.
Sandra Kay Brigance 《Performance Improvement》2011,50(10):43-48
With the increase in demand for online education at the university level has also come the “recognition that in order to be effective, such programs cannot simply be on‐line replicas of the instruction delivered in classrooms” (Reiser, 2001, p. 64). An environment of collaboration with a shared vision is needed to bring faculty expertise together with online learning design and technological expertise. This article addresses why and how instructional designers should lead the way. 相似文献