全文获取类型
收费全文 | 1687篇 |
免费 | 43篇 |
专业分类
教育 | 1451篇 |
科学研究 | 57篇 |
各国文化 | 27篇 |
体育 | 58篇 |
综合类 | 2篇 |
文化理论 | 8篇 |
信息传播 | 127篇 |
出版年
2023年 | 9篇 |
2022年 | 13篇 |
2021年 | 30篇 |
2020年 | 25篇 |
2019年 | 44篇 |
2018年 | 86篇 |
2017年 | 82篇 |
2016年 | 74篇 |
2015年 | 44篇 |
2014年 | 51篇 |
2013年 | 441篇 |
2012年 | 50篇 |
2011年 | 45篇 |
2010年 | 42篇 |
2009年 | 42篇 |
2008年 | 53篇 |
2007年 | 42篇 |
2006年 | 36篇 |
2005年 | 46篇 |
2004年 | 40篇 |
2003年 | 27篇 |
2002年 | 25篇 |
2001年 | 25篇 |
2000年 | 33篇 |
1999年 | 18篇 |
1998年 | 17篇 |
1997年 | 13篇 |
1996年 | 20篇 |
1995年 | 16篇 |
1994年 | 11篇 |
1993年 | 12篇 |
1992年 | 12篇 |
1991年 | 17篇 |
1990年 | 9篇 |
1989年 | 13篇 |
1988年 | 15篇 |
1987年 | 11篇 |
1986年 | 10篇 |
1985年 | 7篇 |
1984年 | 9篇 |
1983年 | 6篇 |
1982年 | 8篇 |
1980年 | 6篇 |
1978年 | 8篇 |
1976年 | 5篇 |
1975年 | 9篇 |
1972年 | 5篇 |
1971年 | 6篇 |
1969年 | 6篇 |
1966年 | 5篇 |
排序方式: 共有1730条查询结果,搜索用时 15 毫秒
21.
This paper argues that teachers' recognition of children's cultural practices is an important positive step in helping socio‐economically disadvantaged children engage with school literacies. Based on 21 longitudinal case studies of children's literacy development over a 3‐year period, the authors demonstrate that when children's knowledges and practices assembled in home and community spheres are treated as valuable material for school learning, children are more likely to invest in the work of acquiring school literacies. However, they also show that while some children benefit greatly from being allowed to draw on their knowledge of popular culture, sports and the outdoors, other children's interests may be ignored or excluded. Some differences in teachers' valuing of home and community cultures appeared to relate to gender dimensions. 相似文献
22.
Differential Item Functioning (DIF) is traditionally used to identify different item performance patterns between intact groups, most commonly involving race or sex comparisons. This study advocates expanding the utility of DIF as a step in construct validation. Rather than grouping examinees based on cultural differences, the reference and focal groups are chosen from two extremes along a distinct cognitive dimension that is hypothesized to supplement the dominant latent trait being measured. Specifically, this study investigates DIF between proficient and non-proficient fourth- and seventh-grade writers on open-ended mathematics test items that require students to communicate about mathematics. It is suggested that the occurrence of DIF in this situation actually enhances, rather than detracts from, the construct validity of the test because, according to the National Council of Teachers of Mathematics (NCTM), mathematical communication is an important component of mathematical ability, the dominant construct being assessed. However, the presence of DIF influences the validity of inferences that can be made from test scores and suggests that two scores should be reported, one for general mathematical ability and one for mathematical communication. The fact that currently only one test score is reported, a simple composite of scores on multiple-choice and open-ended items, may lead to incorrect decisions being made about examinees. 相似文献
23.
24.
25.
26.
Designing informal learning experiences for early career academics using a knowledge ecosystem model
Faye Miller Helen Partridge Christine Bruce Brian Hemmings 《Journal of Further & Higher Education》2017,41(5):692-705
This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics. 相似文献
27.
Jeff D. Farmer Helen Gerretson Marshall Lassak 《Journal of Mathematics Teacher Education》2003,6(4):331-360
In this article, we report on an 18-month longmathematics professional development projectwith elementary school teachers. Using a modelwe developed, three participant case studieswere analyzed with respect to not only theprofessional development milieu, but also howthese teachers interacted with the professionaldevelopment experience. In particular we foundthat having teachers reflect on new, authenticreform-oriented mathematics learningexperiences leads some teachers to take aninquiry stance concerning their own teaching,resulting in self-sustaining changes in theirmathematics instructional practices. Thisimplies that professional development forelementary mathematics teachers should includechallenging mathematics learning experiencescomplete with opportunities to reflect on personal and professional implications. 相似文献
28.
The purpose of this study was to investigate the impact of imagery interventions on the vocabulary acquisition abilities of
second grade students. A total of 15 students were randomly assigned to three different intervention conditions: Word Only,
which involves the simple verbal presentation of a vocabulary word; Dual Coding, in which a picture was paired with the vocabulary
word, and Image Creation, in which students were told to create a mental picture of the vocabulary word in their mind and
draw it on paper. These students were taught a total of 21 vocabulary words: seven animal and habitat words, seven musical
instrument terms, and seven science terms. A Latin square design was used, in which each group of students rotated through
each of the interventions, being exposed to a different treatment condition for each category of words. Participants were
measured on the number of words they were successfully able to acquire through the use of experimenter designed comprehension
measures. While no statistical significance was shown between the interventions across the word categories, a significant
difference was found between the Image Creation and Word Only interventions within the science terms category. Students also
reported that the imagery interventions facilitated the ease with which they learned the words. The findings have implications
for increasing the success of classroom instruction, specifically for presenting novel vocabulary words to early elementary
learners using imagery methods. 相似文献
29.
This article focuses on the evaluation of thesis supervision and highlights the vast range of problem areas presently documented as significant areas of concern for both graduate students and their supervisors. Additionally, the authors report on a study completed in 1995, which surveyed all Australian universities about current evaluative practices in postgraduate supervision. The conclusion of this study was that the conduct of such evaluations appears to be minimal and is primarily designed to obtain an indicator of the general health of a university's postgraduate supervision rather than to foster improved supervisory practices. As part of the same study, the authors conducted University faculty-based student and supervisor focus groups. Key issues emerging from these focus groups were: (1) the importance of relational aspects of supervision as the student communicates over the long term with one or more supervisors; (2) the importance of systematic feedback, monitoring, and evaluation to the supervisory process; and (3) the lack of strategies to facilitate this evaluative feedback process. On the basis of these findings, the authors designed evaluative strategies to facilitate regular ongoing feedback between students and supervisors. 相似文献
30.
Case Study,Case Records and Multimedia 总被引:1,自引:0,他引:1
Rob Walker 《Cambridge Journal of Education》2002,32(1):109-127