全文获取类型
收费全文 | 1478篇 |
免费 | 42篇 |
专业分类
教育 | 1068篇 |
科学研究 | 52篇 |
各国文化 | 26篇 |
体育 | 159篇 |
综合类 | 1篇 |
文化理论 | 16篇 |
信息传播 | 198篇 |
出版年
2023年 | 9篇 |
2022年 | 16篇 |
2021年 | 24篇 |
2020年 | 52篇 |
2019年 | 62篇 |
2018年 | 93篇 |
2017年 | 95篇 |
2016年 | 93篇 |
2015年 | 50篇 |
2014年 | 60篇 |
2013年 | 379篇 |
2012年 | 44篇 |
2011年 | 48篇 |
2010年 | 30篇 |
2009年 | 44篇 |
2008年 | 35篇 |
2007年 | 37篇 |
2006年 | 28篇 |
2005年 | 12篇 |
2004年 | 24篇 |
2003年 | 24篇 |
2002年 | 26篇 |
2001年 | 21篇 |
2000年 | 12篇 |
1999年 | 10篇 |
1998年 | 17篇 |
1997年 | 16篇 |
1996年 | 18篇 |
1995年 | 13篇 |
1994年 | 11篇 |
1993年 | 12篇 |
1992年 | 5篇 |
1991年 | 9篇 |
1989年 | 11篇 |
1988年 | 6篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 7篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 7篇 |
1980年 | 6篇 |
1978年 | 4篇 |
1977年 | 2篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 4篇 |
1968年 | 2篇 |
1966年 | 2篇 |
排序方式: 共有1520条查询结果,搜索用时 15 毫秒
101.
The current article represents a methodological proposal. It seeks to address the question of how one might recognize a discovery as a discovery without knowing in advance what is available to be discovered. We propose a solution and demonstrate it using data from a study previously reported by J. Roschelle (1992). Roschelle investigated 2 students' developing understandings of certain abstract features of Newtonian mechanics while working within a computer-based microworld, the Envisioning Machine. We employ an approach we term discovery as occasioned production to reexamine his data. Such an approach proceeds stepwise from the identification of some matter discovered, working backward to see just where that matter entered the conversation and then, finally, tracing from that point forward to illuminate how the proposal for a possible discovery was ultimately transformed into a discovery achieved. The notion of “evident vagueness,” borrowed from H. Garfinkel, M. Lynch, and D. Livingston's (1981) account of the discovery of an optical pulsar, emerges as an important feature of our analysis. Following H. Garfinkel (2002), we present our findings as a “tutorial problem” and offer a suggestion for how a program of practice studies in the learning sciences might be pursued. 相似文献
102.
A recent study appearing in this journal argued that student anxiety concerning research methods classes in criminology and criminal justice is characterized by three separate but related concepts: Disinterest, Relevance Argumentation, and Math Anxiety (DRAMA). The current study extends the previous work by presenting a modified version of the DRAMA scale and assessing its ability to predict student performance among a sample of students enrolled in an introductory research methods class at a university located in the southeastern United States. In support of the main hypothesis, the composite DRAMA scale was a significant, negative predictor of student grades. Subsequent analysis indicated that the effect of DRAMA was largely the result of the Math Anxiety subscale. 相似文献
103.
This study examines the effects of the activity of building systems models for school-based problems on problem solving and on conceptual change in elementary science classes. During a unit on the water cycle in an Asian elementary school, students constructed systems models of the water cycle. We found that representing ill-structured problems as system models improves problem solving as well as creating beneficial conceptual change related to the topic. 相似文献
104.
Timothy J. Flanagan 《Journal of Criminal Justice Education》2013,24(2):195-213
Characteristics of 13 doctoral programs in criminal justice and criminology are examined. Features described include the age and size of the programs, representation of women and minorities among faculty and graduate students, admissions requirements and admissions activity, financial support available to graduate students, and characteristics of the curricula. Criminal justice doctoral programs vary widely on each of these characteristics. 相似文献
105.
This paper looks at the conceptual differences between video game learning and traditional classroom and laboratory learning. It explores the notion of virtual experience by comparing a commonly used high school laboratory protocol on DNA extraction with a similar experience provided by a biotechnology themed video game. When considered conceptually, the notion of virtual experience is not limited to those experiences generated by computer aided technology, as with a video game or computer simulation. The notion of virtuality can apply to many real world experiences as well. It is proposed that the medium of the learning experience, be it video game or classroom, is not an important distinction to consider; instead, we should seek to determine what kinds of meaningful experiences apply for both classrooms and video games. 相似文献
106.
Ryan S. Baker Arnon Hershkovitz Lisa M. Rossi Adam B. Goldstein Sujith M. Gowda 《学习科学杂志》2013,22(4):639-666
We present a new method for analyzing a student's learning over time for a specific skill: analysis of the graph of the student's moment-by-moment learning over time. Moment-by-moment learning is calculated using a data-mined model that assesses the probability that a student learned a skill or concept at a specific time during learning (Baker, Goldstein, & Heffernan, 2010, 2011). Two coders labeled data from students who used an intelligent tutoring system for college genetics. They coded in terms of 7 forms that the moment-by-moment learning curve can take. These labels are correlated to test data on the robustness of students’ learning. We find that different visual forms are correlated with very different learning outcomes. This work suggests that analysis of moment-by-moment learning curves may be able to shed light on the implications of students’ different patterns of learning over time. 相似文献
107.
Ryan Nausieda 《Community College Journal of Research & Practice》2013,37(10):917-926
The purpose of this article is to be a tool for community college leaders, as well as campus members, to positively and effectively utilize framing on their campuses. The fictional case of Maggie Pascal at Midwestern Community College illustrates the process of framing the change of a new partnership with Wind Energy Corporation to internal stakeholders on campus. This case illustrates the importance of understanding context and frames before the action of framing can be activated. A leader can then decide which type of framing to utilize (i.e., step-by-step, vision, or connective) and which language tools will be most effective in framing. The ways a practitioner operationalizes framing is through symbolism, talking, walking, and writing (Eddy, 2010a). This idea of framing is an important skill leaders can proactively develop to support their campuses through change processes to enhance the likelihood for a successful change outcome. Also, this may benefit other campus members who may have the opportunity to frame meaning for others or to be involved in making sense of a leader’s framing. 相似文献
108.
Lauren Grasmick Timothy Gray Davies 《Community College Journal of Research & Practice》2013,37(2):67-80
This grounded theory study addressed the issue of how community college presidents foster active, broad-based participation in campus decision-making processes. This study was based on in-depth interviews with nationally recognized community college presidents selected on the basis of their work in implementing participative governance within their respective institutions. The findings of this study are presented according to the emergence of four axial categories, and a core category is described and explained. Participative leadership is highly interactive and dynamic. Perhaps most importantly, participative leadership is a developmental process for building environments for broad participation. The core category, Visioning Participative Environments, reveals the centrality of the visioning process throughout each sequence of the participative leadership process. This model identifies and explains key participative leadership practices that flow from the theoretical cornerstones. 相似文献
109.
Timothy R. Boyer 《Community College Journal of Research & Practice》2013,37(10):781-795
This study utilized a constructive-developmental approach to accomplish 3 purposes: to create a developmental stage profile for a population of students attending a single community college, to analyze variations within and between subpopulations, and to explore the implications for administrators and planners seeking to provide supportive environments for different populations of students. The resulting profile indicated a wide range of variation within the overall population and significant variations between traditional and non-traditional age students. Implications for educational programming and supportive services were identified by using a constructive-developmental approach as an interpretive framework. 相似文献
110.
This article is an elaboration on the use of the binomial test of model fit value, which in this article will be referred to as the binomial index of model fit value, to gauge the degree that the data fit a path analytic or structural equation model. In addition, this article responds to the criticisms and comments made by Hsu (this issue), Drezner and Drezner (this issue), and Raykov and Penev (this issue) regarding the use of this approach to measuring the degree of model fit. We appreciate the comments provided by these authors. Their comments have assisted us in clarifying our reason for developing the binomial index of model fit procedure as well as our perception of its use. 相似文献