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751.
Kirsten J. Hancock David Lawrence Carrington C. J. Shepherd Francis Mitrou Stephen R. Zubrick 《British Educational Research Journal》2017,43(3):415-440
This study examined the extent to which the association between increased student absence and lower achievement outcomes varied by student and school‐level socioeconomic characteristics. Analyses were based on the enrolment, absence and achievement records of 89,365 Year 5, 7 and 9 students attending government schools in Western Australian between 2008 and 2012. Multivariate multi‐level modelling methods were used to estimate numeracy, writing and reading outcomes based on school absence, and interactions between levels of absence and school socioeconomic index (SEI), prior achievement, gender, ethnicity, language background, parent education and occupation status. While the effects of absence on achievement were greater for previously high‐achieving students, there were few significant interactions between absence and any of the socioeconomic measures on achievement outcomes. The results of first‐difference regression models indicated that the negative effect of an increase in absence was marginally larger for students attending more advantaged schools, though most effects were very small. While students from disadvantaged schools have, on average, more absences than their advantaged peers, there is very little evidence to suggest that the effects of absence are greater for those attending lower‐SEI schools. School attendance should therefore be a priority for all schools, and not just those with high rates of absence or low average achievement. 相似文献
752.
This paper describes an investigation of concepts that various groups hold about food and nutrition. Groups investigated were
students in Years 4 and 8, university students in a BEd (primary) program and parents of the Year 4 students. It was found
that for many important concepts relating to food selection, the basic ideas of each group were surprisingly consistent, despite
the influence of formal education. In particular, misconception about energy and its role in nutrition and particular food
groups was an important finding. Implications for school and community education are drawn from the results.
Specialization: science curricula. 相似文献
753.
Ho Wah Kam Poon Tsul Yeong Rita Skuja Ool Hui Pín Teo Suan Eng Hazel Mah 《Asia Pacific Journal of Education》1983,5(2):49-63
The present report is based on three pilot projects that aimed to explore and describe teachers' perceptions of their training and the transition experience of teachers in the shift from being a student on a teacher training programme to being a full-fledged teacher in the primary or secondary school. The three studies were prompted by the concern for a possible lack of fit, even under the best circumstances, between pre-service training and the work of a full-time teacher in a typical school. In the main, then, this report focuses on the continuity between campus-based training and teaching practice and full-time teaching experience. 相似文献
754.
Pamela S. Lassiter Louise Napolitano John R. Culbreth Kok‐Mun Ng 《Counselor Education & Supervision》2008,47(3):164-178
Interest in the role of supervision in counselor training has increased concurrent with the interest in effective strategies for developing multicultural counseling competency. L. D. Borders (1991) proposed a model of group supervision appropriate for use with supervisees of differing skill levels; however, the model does not overtly provide for supervisees' development of multicultural awareness and skills. This article presents a format of peer group multicultural supervision in which supervisees work to increase their multicultural competencies while engaging in helper roles important for working with culturally diverse clients. 相似文献
755.
Shannon D. Smith Kok‐Mun Ng Jesse Brinson Evgenia Mityagin 《Counselor Education & Supervision》2008,47(4):249-263
The authors summarized (a) data regarding multiculturalism, diversity, and social advocacy represented in Counselor Education and Supervision (CES) over a 17‐year period (1989–2005, Volumes 28–45); (b) type of articles (i.e., research vs. theory) represented; (c) research methodology and applications used; (d) journal editor and related terms; (e) primary contributors and related institutional affiliations; and (f) the breadth and scope of the data regarding key topics represented. Seventy‐eight articles met inclusion criteria. Data indicate the extent to which multiculturalism, diversity, and social advocacy were represented in CES. 相似文献
756.
Chu SK Woo M King RB Choi S Cheng M Koo P 《Health information and libraries journal》2012,29(1):47-60
Objectives: This study surveyed Web 2.0 application in three types of selected health or medical‐related organisations such as university medical libraries, hospitals and non‐profit medical‐related organisations. Methods: Thirty organisations participated in an online survey on the perceived purposes, benefits and difficulties in using Web 2.0. A phone interview was further conducted with eight organisations (26.7%) to collect information on the use of Web 2.0. Data were analysed using both quantitative and qualitative approaches. Results: Results showed that knowledge and information sharing and the provision of a better communication platform were rated as the main purposes of using Web 2.0. Time constraints and low staff engagement were the most highly rated difficulties. In addition, most participants found Web 2.0 to be beneficial to their organisations. Conclusions: Medical‐related organisations that adopted Web 2.0 technologies have found them useful, with benefits outweighing the difficulties in the long run. The implications of this study are discussed to help medical‐related organisations make decisions regarding the use of Web 2.0 technologies. 相似文献
757.
Mary F. Boike Ellis L. Gesten Emory L. Cowen Robert D. Felner Raymond Francis 《Psychology in the schools》1978,15(2):283-290
Demographically matched groups of normal, nonreferred children who had, or had not, experienced one of four family background problems (lack of educational stimulation in the home, family pressures to succeed, economic difficulties, and general family problems) were compared on teacher ratings of school maladjustment and competencies. Children with each of these family problems had greater school difficulties and fewer resources than matched controls without such histories. Systematic relations, paralleling earlier findings with referred samples, were found between specific types of family and school problems. Thus, children from homes lacking educational stimulation had higher learning and acting-out problem scores than controls, and children under family pressure to succeed had higher anxiety ratings than controls. Some implications of these findings for prevention were considered. 相似文献
758.
759.
Learning Environments Research - The current work focused on how the learning environment of college students influenced their academic motivation, choice of learning strategies, and level of... 相似文献
760.
Jeremy Hodgen Becky Taylor Becky Francis Nicole Craig Nicola Bretscher Antonina Tereshchenko Paul Connolly Anna Mazenod 《British Educational Research Journal》2023,49(2):209-230
Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between-class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets. 相似文献