全文获取类型
收费全文 | 613篇 |
免费 | 10篇 |
专业分类
教育 | 511篇 |
科学研究 | 17篇 |
各国文化 | 11篇 |
体育 | 30篇 |
综合类 | 1篇 |
文化理论 | 10篇 |
信息传播 | 43篇 |
出版年
2021年 | 3篇 |
2020年 | 12篇 |
2019年 | 20篇 |
2018年 | 11篇 |
2017年 | 27篇 |
2016年 | 19篇 |
2015年 | 17篇 |
2014年 | 26篇 |
2013年 | 157篇 |
2012年 | 21篇 |
2011年 | 28篇 |
2010年 | 14篇 |
2009年 | 17篇 |
2008年 | 13篇 |
2007年 | 18篇 |
2006年 | 8篇 |
2005年 | 17篇 |
2004年 | 12篇 |
2003年 | 9篇 |
2002年 | 4篇 |
2001年 | 9篇 |
2000年 | 14篇 |
1999年 | 10篇 |
1998年 | 2篇 |
1997年 | 8篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 11篇 |
1993年 | 4篇 |
1992年 | 10篇 |
1991年 | 5篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 6篇 |
1984年 | 7篇 |
1983年 | 5篇 |
1982年 | 10篇 |
1981年 | 8篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1968年 | 2篇 |
1965年 | 2篇 |
1859年 | 2篇 |
排序方式: 共有623条查询结果,搜索用时 15 毫秒
71.
Peggy Doerschuk Cristian Bahrim Jennifer Daniel Joseph Kruger Judith Mann Cristopher Martin 《Journal of Science Education and Technology》2016,25(4):682-695
There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors. Females and minorities remain underrepresented in STEM. The success rate of college students who are from low-income background or first-generation students is much lower than that of students who do not face such challenges. Some of those who successfully complete their degree need help in making the transition to the workforce after graduation. A program at Lamar University takes a multidisciplinary approach to addressing these problems. It is designed to recruit, retain and transition undergraduates to careers in STEM, focusing its efforts on five science disciplines and on these “at-risk” students. The program was supported by a 5-year grant from the National Science Foundation and is supported through August 31, 2016 by Lamar University and a grant from ExxonMobil. A formal assessment plan documents the program’s success. The program received an award from the Texas Higher Education Board for its contributions towards Closing the Gaps in Higher Education in Texas. This paper describes the program’s theoretical framework, research questions, methods, evaluation plan, and instruments. It presents an analysis of the results achieved using these methods and implications for improvements to the program resulting from lessons learned. 相似文献
72.
73.
Planning and organizing the young child's curriculum and classroom environment is an essential component in the early childhood education program. Every fall in the USA millions of children begin and continue to participate in formal school settings. These children are all unique and differ in cognitive and social maturity.Jeffrey I. Gelfer is Program Manager of children's services of Easter Seal Society in Sarasota, Florida. Peggy G. Perkins is an Educational Consultant in Sarasota, Florida. 相似文献
74.
75.
Approaches to studying and perceptions of academic quality in a short web-based course 总被引:1,自引:0,他引:1
John T. E. Richardson 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):433-442
Both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI) were administered to students who were taking an introductory web‐based course in computing. The constituent structure of both questionnaires was preserved in this distinctive context, and the students’ scores on the individual scales of the CEQ and the RASI shared over 80% of their variance. Students’ perceptions of academic quality were positively associated with their adoption of desirable approaches to studying and negatively associated with their adoption of undesirable approaches. Students’ academic attainment was positively associated with their perceptions of academic quality and their adoption of a strategic approach to studying and negatively associated with their adoption of a surface approach to studying. 相似文献
76.
The Course ExperienceQuestionnaire (CEQ) and a short form of theApproaches to Studying Inventory (ASI) wereadapted for use in distance education and wereadministered to students taking six differentcourses with the Open University. Theconstituent structure of the CEQ was preservedin this distinctive context, and a second-orderfactor analysis confirmed its status as ameasure of perceived academic quality. Thestudents' scores on the individual scales ofthe CEQ and the ASI shared almost half of theirrespective variance. It is concluded thatapproaches to studying in distance educationare strongly associated with students'perceptions of the academic quality of theircourses. 相似文献
77.
78.
We examined novice teachers’ beliefs about grading and constructivist teaching approaches. Adapting an existing instrument designed to assess preservice teachers’ grading beliefs that deviate from recommended practices, we administered the Survey of Grading Beliefs to 203 inservice teachers. Exploratory factor analysis resulted in a 3-factor model with a structure similar to that found in prior research; differences between the 2 samples were noted. Teachers who endorsed grading beliefs characterized as “academic enabling” tended to endorse constructivist teaching approaches. To better understand the underlying reasoning of the academic enabling factor, we conducted qualitative research with 6 additional teachers. Results revealed that teachers’ reasons for grading judgments were strategic, analytical, and thoughtful, not haphazard. This study provides empirical evidence about the nature of novice teachers’ beliefs about grading, how they relate to constructivist teaching beliefs, and how they may compare to the beliefs of preservice teachers. 相似文献
79.
80.
In this article the authors examine elaboration theory (ET), a model for sequencing and organizing courses which was developed by Charles Reigeluth and associates in the late 1970s. The purpose of the article is to offer a critique of ET based on recent cognitive research and to offer suggestions for updating the model to reflect new knowledge.Commentary by Charles Reigeluth follows this article. 相似文献