全文获取类型
| 收费全文 | 384篇 |
| 免费 | 8篇 |
专业分类
| 教育 | 307篇 |
| 科学研究 | 24篇 |
| 各国文化 | 6篇 |
| 体育 | 19篇 |
| 文化理论 | 8篇 |
| 信息传播 | 28篇 |
出版年
| 2023年 | 2篇 |
| 2022年 | 7篇 |
| 2021年 | 16篇 |
| 2020年 | 18篇 |
| 2019年 | 21篇 |
| 2018年 | 31篇 |
| 2017年 | 26篇 |
| 2016年 | 25篇 |
| 2015年 | 14篇 |
| 2014年 | 28篇 |
| 2013年 | 81篇 |
| 2012年 | 17篇 |
| 2011年 | 15篇 |
| 2010年 | 11篇 |
| 2009年 | 15篇 |
| 2008年 | 7篇 |
| 2007年 | 8篇 |
| 2006年 | 11篇 |
| 2005年 | 3篇 |
| 2004年 | 2篇 |
| 2003年 | 2篇 |
| 2002年 | 6篇 |
| 2001年 | 2篇 |
| 2000年 | 5篇 |
| 1998年 | 2篇 |
| 1997年 | 2篇 |
| 1996年 | 4篇 |
| 1995年 | 2篇 |
| 1994年 | 1篇 |
| 1992年 | 1篇 |
| 1988年 | 4篇 |
| 1985年 | 2篇 |
| 1973年 | 1篇 |
排序方式： 共有392条查询结果，搜索用时 15 毫秒
61.
Anne Milatz Michael Glüer Elena Harwardt-Heinecke Gregor Kappler Lieselotte Ahnert 《Early childhood research quarterly》2014
The Student–Teacher Relationship Scale (STRS) is widely used for research in kindergarten and school. The increasing number of applications inside and outside of the U.S. stresses the need to investigate STRS properties, accordingly. The present study used the STRS in German-speaking countries, examining whether (a) the original factor structure is appropriate for a German version, (b) whether applications of a German STRS are invariant across contexts (kindergarten, first and second grade) as well as gender, and (c) whether construct and criterion validity are met. The original STRS was translated into German and filled out by 368 kindergarten and 503 elementary school teachers in Germany and Austria. Observations in kindergartens, student reports in schools, and teacher reports of students’ characteristics served as validity criteria. Results of confirmatory factor analyses (CFAs) did not confirm the original STRS factor structure. Subsequent exploratory factor analyses on training samples resulted in significant item reductions, followed by further CFAs on validation samples. The bootstrapped results yielded an adjusted three-factor model with subscales indicating satisfying alphas and invariance across context and gender. Construct and criterion validity were met for all subscales of the German STRS based on various criteria from both, observations and reports. 相似文献
62.
63.
This article explores the processes of racialization imposed on Sa’moan youth through policy and practice in one urban, US school district and at one high school in particular. Specifically, I use the methodological practices of defamiliarization and counter‐storytelling to examine the contradictory practices of racialization and the simultaneously oppressive and transformative potentials these practices catalyze. The analysis of this process is framed by the Critical Race Theory concepts of colorblindness and Whiteness as property, which powerfully illustrate how this racialization both disrupts and reifies reigning local and national racial norms and hierarchies. 相似文献
64.
65.
66.
Elena Xeni 《Educational Media International》2013,50(1):62-63
Since the foundation in this country in 1950 of the Institut für Film Und Bild the production of AV aids for tuition and education has been promoted in many ways. 相似文献
67.
Elena Bender Peter Hubwieser Niclas Schaper Melanie Margaritis Marc Berges Laura Ohrndorf 《Peabody Journal of Education》2013,88(4):519-532
To address the special challenges of teaching computer science, adequate development of teachers’ competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers’ beliefs and motivational orientations play an important role in effective teaching. This research field has been sparsely investigated up to now and there exists no consistent competency model for teaching computer science in Germany. Therefore, this paper describes the development of competency in the areas of pedagogical content knowledge, teachers’ beliefs, and motivational orientations with regard to computer science. Competency-relevant factors for teaching computer science are theoretically derived and concretely formulated with the help of expert interviews conducted according to the critical incident technique and analyzed using techniques of qualitative content analysis. 相似文献
68.
69.
In human adults, visual dominance emerges in several multisensory tasks. In children, auditory dominance has been reported up to 4 years of age. To establish when sensory dominance changes during development, 41 children (6–7, 9–10, and 11–12 years) were tested on the Colavita task (Experiment 1) and 32 children (6–7, 9–10, and 11–12 years) were tested on the sound‐induced flash illusion (Experiment 2). In both experiments, an auditory dominance emerged in 6‐ to 7‐year‐old children compared to older children. Adult‐like visual dominance started to emerge from 9 to 10 years of age, and consolidated in 11‐ to 12‐year‐old children. These findings show that auditory dominance persists up to 6 years, but switches to visual dominance during the first school years. 相似文献
70.