全文获取类型
收费全文 | 747篇 |
免费 | 32篇 |
专业分类
教育 | 607篇 |
科学研究 | 25篇 |
各国文化 | 13篇 |
体育 | 34篇 |
文化理论 | 2篇 |
信息传播 | 98篇 |
出版年
2023年 | 6篇 |
2022年 | 14篇 |
2021年 | 21篇 |
2020年 | 28篇 |
2019年 | 40篇 |
2018年 | 46篇 |
2017年 | 57篇 |
2016年 | 63篇 |
2015年 | 30篇 |
2014年 | 35篇 |
2013年 | 149篇 |
2012年 | 27篇 |
2011年 | 30篇 |
2010年 | 21篇 |
2009年 | 16篇 |
2008年 | 18篇 |
2007年 | 24篇 |
2006年 | 7篇 |
2005年 | 7篇 |
2004年 | 10篇 |
2003年 | 8篇 |
2002年 | 22篇 |
2001年 | 7篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 7篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 11篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 8篇 |
1990年 | 2篇 |
1987年 | 3篇 |
1985年 | 2篇 |
1983年 | 5篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 4篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1956年 | 1篇 |
1955年 | 1篇 |
排序方式: 共有779条查询结果,搜索用时 15 毫秒
81.
The Relevance of Systems Theory for Teachers Dealing with Emotional and Behaviour Problems in Schools 总被引:1,自引:0,他引:1
Katherine Souter 《Pastoral Care in Education》2001,19(1):36-41
Children with emotional and behaviour problems provide a daily challenge for parents, teachers and the wider community. The perception of this challenge and how to address it varies according to the assumptions made about the underlying causes of the problems. In this paper the nature of emotional and behaviour problems will be explored with a brief outline of traditional interventions adopted when difficulties arise within the context of school. The conceptual approach of systems theory is then outlined. This is followed by a critical examination of its relevance for teachers as a theory, as a language for dealing with difficulties and as an approach to intervention. 相似文献
82.
Tiffany M. Artime Katherine R. Buchholz 《Journal of College Student Psychotherapy》2016,30(4):252-261
University Counseling Centers (UCCs) provide important services for sexual assault survivors, yet little research has been conducted on interventions used by clinicians in this unique setting. As a preliminary investigation, UCC professionals were asked about services provided to survivors of sexual assault and staff perceptions of the effectiveness of these interventions. Supportive counseling was perceived to be the most effective relative to other interventions, and many participants indicated that they did not use or were not sure if other evidence-based interventions were effective with student victims. Several recommendations for future research on sexual assault services in UCCs are suggested. 相似文献
83.
Sharon E. Nichols Deborah Tippins Katherine Wieseman 《Research in Science Education》1997,27(2):175-194
The purpose of this paper is to describe various “tools” we use to facilitate critical reflection as we teach prospective
science teachers. The notion of “tools” refers to materials and experiences used to facilitate prospective teachers’ critical
reflection on science teaching and learning. Reflective tools are not intrusive devices used by instructors to analyse mechanically
what prospective teachers are learning; rather, these tools are intended to provide prospective teachers with the means to
generate and critique their own views of science teaching and learning. Each tool is described herein with respect to its
potential use and the way in which it is introduced to prospective science teachers. We conclude with discussion of the potential
for reflective tools to contribute to research on reform of science teacher education, with particular attention to primary
teacher preparation. 相似文献
84.
Katherine B. Owen Philip D. Parker Brooke Van Zanden Freya MacMillan Thomas Astell-Burt 《教育心理学家》2016,51(2):129-145
Physical activity is associated with numerous health benefits in youth; however, these benefits could extend further than health, into education. Our aim was to systematically review and combine in meta-analyses evidence concerning the association between physical activity and the dimensions of school engagement, including behavior (e.g., time-on-task), emotions (e.g., lesson enjoyment), and cognition (e.g., self-regulated learning). We conducted meta-analyses using structural equation modeling on results from 38 studies. Overall, physical activity had a small, positive association with school engagement (d = .28, I2 = .86), 95% confidence interval [.12, .46]. This association was moderated by study design, with significant associations shown in randomized controlled trials but not in studies employing other designs. Risk of bias was also a significant effect moderator, as studies with a low risk of bias showed significant associations but not high risk of bias studies. Altogether, these results suggest that physical activity could improve school engagement. 相似文献
85.
Katherine K. Rose Denaye Barahona Joel Muro 《International Journal of Inclusive Education》2017,21(4):376-388
This study examined the peer nominations of 213 children in Kindergarten (90), 3rd grade (58), and 5th grade (65) to examine their perceptions of peers who received pull-out services for unique needs. Using Coie, Dodge, and Coppotelli’s[1982. “Dimensions and Types of Social Status: A Cross-age Perspective.” Developmental Psychology 18 (4): 557–570] protocol for assessing sociometric status in children, the results revealed that peer perceptions of most liked (ML) and least liked (LL) in the classroom were associated with pull-out status, with those students who did not receive pull-out services receiving more nominations as ML than their peers who did leave the classroom for pull-out services. Social impact scores for children who received pull-out services were not significantly different from those of children who did not receive pull-out services, but significant differences were revealed for social preference scores. Implications and avenues for future research are discussed. 相似文献
86.
Hugh Clapin Katherine Neal John Wennerbom Barbara Nunn Deborah Dysart Andy Pickering Lisa Featherstone Hiram Caton Dale Jacquette Laura Ruetsche William A. Turner Cornelia Lüdecke Birgit Lohmann James Ladyman Jonathan Coopersmith David Oldroyd Dennis Dean Michael Ruse Nicolas Rasmussen William N. Kaghan Martin Bridgstock Geoffrey Cocks Stephanie H. Kenen Ivan Crozier Sokhieng Au Desmond Barrett Mark Cortiula Ian D. Lawrie 《Metascience》2001,10(1):50-149
87.
Katherine Nicoll 《高等教育研究与发展》1998,17(3):291-304
This article examines the contemporary move within the Australian university context towards flexible learning. Drawing on the notions of policy as text and discourse, it is suggested that policies seek to provide authoritative meanings for practices they promote — to fix the facts about which they speak. The article explores the emergence of discourses of flexible learning as effects of policy texts and changes within the social formation. These discourses resonate with those already operating within the social formation, and in this may have effects other than those immediately apparent. An initial analysis of Australian higher education policy texts indicates a contemporary diversification of the use of the metaphor of flexibility as a discursive strategy through which mechanisms of governance can be intensified. 相似文献
88.
89.
Testing programs are often interested in using a student growth measure. This article presents analytic derivations of the accuracy of common student growth measures on both the raw scale of the test and the percentile rank scale in terms of the proportional reduction in mean squared error and the squared correlation between the estimator and target. The study contrasts the accuracy of the growth measures against that of current status measures—current test scores and their percentile ranks. Key findings include the extent that status measures are more accurate than any of the growth measures and that alternative methods to estimate growth could be more accurate than the currently used methods. Our findings highlight the importance for evaluating the statistical properties of growth measures along with other concerns for states that are debating the reporting of growth. Our results also point out that assessing the accuracy of growth measures requires the specification of quantities of interest in terms of latent achievement rather than observed test scores, which is common practice for developing status measures but essentially never done by testing programs for growth measures. 相似文献
90.