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91.
The ability of infants aged 8–12 months to coordinate their arm and trunk movements to contact an object located in different positions was investigated in 2 experiments. In the first, 8- and 10-month-old infants reached for near objects but both reached and leaned for more distant ones indicating that they perceived that forward leaning extends the range of contact beyond that of reaching alone. In addition, arm and trunk movements were initiated simultaneously; visual information concerning object distance was sufficient to activate an integrated reaching-and-leaning response. Object distances were increased and a mechanical aid was provided on half the trials in the second experiment with 10- and 12-month-old infants. For both age groups the degree of leaning was reduced for objects that were out of reach without the aid. Only older infants were able to use the aid to extend partially their range of contact. Overall the results support the conclusions that, by at least 8 months, infants perceive that leaning extends their effective reaching space; by 10 months they perceive the limits within which reaching together with leaning is likely to be effective; and by 12 months they begin to perceive how this space may be extended by a mechanical aid. 相似文献
92.
Christopher Day 《Journal of Educational Change》2008,9(3):243-260
This paper is based upon a unique mixed methods 4-year research project which focused upon the variations in teachers’ work,
lives, and effectiveness of 300 elementary and secondary school teachers in a range of 100 schools across seven regions of
England. Its findings challenge linear conceptions of teacher development and expertise and provide new understandings of
the effects of personal, school and broader policy contexts upon professional life phase trajectories and teachers’ emotional
identities. It finds connections between these and teachers’ commitment, resilience, and effectiveness. This paper discusses
these in relation to the school standards and teacher retention agendas.
相似文献
Christopher DayEmail: |
93.
94.
Alma Harris Kenneth Leithwood Christopher Day Pam Sammons David Hopkins 《Journal of Educational Change》2007,8(4):337-347
This article explores the relationship between distributed leadership and organizational change. It draws upon the existing
literature to consider whether distributed forms of leadership influence development and change in schools. The article examines
the research base relating to distributed leadership and organizational outcomes. It focuses on how different patterns or
configurations of distributed leadership contribute to organizational development. The article concludes by highlighting issues
that require further study and more empirical confirmation.
This article is based on a literature review commissioned by the Department for Education and Skills as part of a research
project currently being undertaken by Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Leadership
and student outcomes’ and Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Successful school leadership:
What it is and how it influences pupil learning’. London, DFES. 相似文献
95.
Student beliefs and cognitive structure 总被引:1,自引:0,他引:1
Colin Gauld 《Research in Science Education》1987,17(1):87-93
96.
Colin R Boylan 《The Australian Educational Researcher》2005,32(2):49-63
School councils have operated successfully in non-government schools for many years. By contrast, the establishment of school
councils in the government school sector has had a much shorter history. In New South Wales, school council members are elected
representatives of the broader school community. This study focused on government schools in rural areas of southern New South
Wales and specifically examined the professional development and training needs of these school council members. The findings
indicated that school council members expressed concern about their inexperience as council members. Further, they identified
the following areas within which they should specifically seek professional development and training: i) identifying and analysing
the educational needs of the school and its community; ii) enhancing and facilitating better communication between the school
and its community; iii) assisting the principal to understand local community politics; and iv) promoting public education
within the local community. These priority training needs have relevance for policy makers and professional development leaders
at the systemic or departmental level. 相似文献
97.
98.
99.
Colin Flood Page 《高等教育研究与发展》1984,3(1):3-12
This article considers, from the point of view of an experienced staff developer, several aspects of tertiary education. It touches on the question of whether teachers are born and not made; some reasons for refusing to learn about learning; the continuing grip of the Middle Ages; the possibility of reorganisation so that students are dealt with as individuals and not in batches; the magic force of numbers; amateurs versus professionals in teaching and research; subject cultures; and the unique and parlous situation of many staff developers. 相似文献
100.
Turkey’s Anadolu University is one of the world’s largest mega‐universities. It is engaged in strategic planning in response to changes in the expectations of the Turkish Higher Education Council and the community at large. In re‐examining its vision and strategic directions, Anadolu University needs to be informed on the knowledge, skills, and attitudes of its teaching staff, and the systems and support needed to assure their change readiness. This article examines the literature of organizational and educational change and its implications for the university. It reports on a study based on the relevant constructs from the literature and is designed to gauge the extent and nature of teaching staff knowledge, skills, practice, and research in educational and technological change, motivating and de‐motivating factors, change adopter types, and perceptions of the organizational climate for change. It considers the implications of these findings and draws conclusions about what would be needed to improve staff readiness for change. 相似文献