全文获取类型
收费全文 | 436篇 |
免费 | 7篇 |
专业分类
教育 | 372篇 |
科学研究 | 7篇 |
各国文化 | 12篇 |
体育 | 12篇 |
文化理论 | 3篇 |
信息传播 | 37篇 |
出版年
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 11篇 |
2019年 | 12篇 |
2018年 | 18篇 |
2017年 | 22篇 |
2016年 | 14篇 |
2015年 | 17篇 |
2014年 | 9篇 |
2013年 | 89篇 |
2012年 | 18篇 |
2011年 | 2篇 |
2010年 | 7篇 |
2009年 | 8篇 |
2008年 | 8篇 |
2007年 | 6篇 |
2006年 | 7篇 |
2005年 | 3篇 |
2004年 | 14篇 |
2003年 | 6篇 |
2002年 | 9篇 |
2001年 | 8篇 |
2000年 | 2篇 |
1999年 | 4篇 |
1998年 | 2篇 |
1997年 | 4篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 5篇 |
1993年 | 9篇 |
1992年 | 6篇 |
1991年 | 3篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 5篇 |
1985年 | 6篇 |
1984年 | 11篇 |
1983年 | 6篇 |
1982年 | 7篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1979年 | 8篇 |
1978年 | 7篇 |
1977年 | 5篇 |
1976年 | 5篇 |
1975年 | 6篇 |
1974年 | 4篇 |
1970年 | 3篇 |
排序方式: 共有443条查询结果,搜索用时 15 毫秒
101.
Reider David Knestis Kirk Malyn-Smith Joyce 《Journal of Science Education and Technology》2016,25(6):859-859
Journal of Science Education and Technology - 相似文献
102.
103.
Joyce Martin 《Asia-Pacific Journal of Teacher Education》1995,23(2):231-240
This paper summarises teacher graduate feedback on the transfer of teacher‐training competencies and experiences to non‐teaching career options. The responses of 62 graduates (23 primary, 39 secondary) on their career choice History indicated that while many entered teaching with only low or moderate commitment, this rose rapidly during the first year of their programme and it was maintained through to completion of their programme and after completion, despite a lack of employment opportunities. In rating the competencies acquired during teacher training by their usefulness in obtaining alternate employment, communication, ability to work independently, and training of others were ranked highest, while computer skills, LOTE, stress resistance and crisis management were ranked lowest. However, of the 22 competencies listed, 21 were rated as at least moderately useful. Career‐options‐information feedback strongly supported expanded career counselling and gave suggestions for forms which this might take. Limitations in the methodology are discussed and recommendations for further research are given. 相似文献
104.
105.
Martin H. Jones Joyce M. Alexander David B. Estell 《Journal of Experimental Education》2013,81(3):378-394
The present study is one of the first examining whether peer group members hold similar levels of self-regulated learning. The study specifically addresses the potential homophily among group members’ regulative abilities (metacognition, environment regulation, effort regulation, peer learning, and help seeking) and whether group members’ regulative abilities predict affiliates’ academic performance. The study surveyed 9th-grade students from a Midwestern high school about their regulative abilities for mathematics. Results suggest that peer groups members’ effort regulation is similar among peer affiliates but not other regulative abilities. In addition, peer group members’ regulative abilities do not predict each others’ academic performance. 相似文献
106.
Willystine Goodsell (1870–1962) and John Dewey (1859–1952): history,philosophy and women’s education
Joyce Goodman 《History of education》2013,42(6):837-854
This article explores the work of history and philosophy in publications by Willystine Goodsell, professor of history and philosophy at Teachers College, Columbia University, and the entanglement of Goodsell’s approach to scholarship with that of her doctoral supervisor John Dewey. The article experiments with diffractive reading to examine Dewey’s and Goodsell’s approach to history, as well as Goodsell’s configuration of women’s historical and contemporary participation in education. It looks at Dewey’s comment that women’s ‘philosophising’ would not be the same ‘in viewpoint or tenor’ as that composed from the ‘different masculine experience of things’ and investigates the principles that order liberal and vocational education in Goodsell’s view of a reformed education for women. The conclusion asks whether diffractive reading is an enhanced form of intertextuality. 相似文献
107.
Joyce Hafeeza Piert 《The Urban Review》2013,45(3):376-394
For most Americans, access to a quality education has always been perceived as the fundamental link to upward mobility and increased life chances within our society (Ballantine and Hammack in The sociology of education: a systematic analysis. Prentice Hall, Upper Saddle River, 2011; Brown et al. 2010; Holyfield 2002). This perception of the role of education has been particularly salient for African American people. From the beginning of their experiences in America, the African American community creatively established schools for their children (Anderson in The education of Blacks in the South, 1860–1935. The University of North Carolina Press, Chapel Hill, 1988). Even during the enslavement of the majority of African people in this country, they would often risk their lives in the effort to learn to read and write (Douglass and Stepto in Narrative of the life of Frederick Douglass, an American slave. Belknap Press of Harvard University Press, Cambridge, 2009). Subsequently this rich history, along with the continued presence of inequities and underachievement in the public schools became the undergirding impetus for the development of independent Black schools within the African American communities around the nation beginning in the early 1960’s. Through the years, many of these schools have waged a fervent battle to remain operating. In spite of difficulties with various factors such as, finances, facilities location and maintenance, as well as an unstable teaching force, the leaders who founded these institutions remain committed to the education of African American children. Currently, there is a paucity of research on the founders of these independent Black schools. The purpose of this study was to investigate the educational philosophy and strategies which guided the decision-making process of the founder of an independent Black school. 相似文献
108.
From a sample of 190 males and females (120 “young,”; 70 “old"), this study sought to determine differences in perceived levels of communication competence and communication satisfaction as a function of the main and joint effects of cohort‐centrism and perceived decoding ability. Analyses provided only weak support for the joint effects. However, older persons considered their conversational partners, whether young or old, to be more competent than did younger persons. Also, on the whole, older persons were more satisfied conversing with young persons, while younger persons were less satisfied, regardless of the age of the conversational partner. Those who perceived themselves as high decoders rated their partners as more competent than did those who perceived themselves as low decoders, and high decoders were also more satisfied with the interaction than low decoders. Cohort‐centrism was supported only in the case of low‐decoding older persons. 相似文献
109.
John Nisbet Jennifer Welsh Joyce Watt 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):172-175
The 1962 reading survey in Aberdeen was repeated in 1972, with 99 per cent coverage of year‐groups (over 2,500) of 8‐year old and 11‐year‐old pupils: Reading comprehension tests used were NFER Sentence Reading Test AD and Test NS6. The 1972 averages on these tests were within one point of score of the 1962 averages: at age eight, the average was slightly but not significantly higher in 1972; at age 11, it was slightly and significantly lower. The children whose fathers were in semi‐skilled or unskilled jobs showed a particularly sharp decline in average performance over the ten‐year interval, whereas the standard of performance had improved or been maintained among children from professional homes. 相似文献
110.
Abstract This paper focuses on the outreach to over 3,000 students taking classes at over 80 locations within the State of Maine, as well as students taking classes nationally via the Web through the University of Maine System Network (UNE1). The discussion will briefly note the wide range of collections and services available through the University of Maine System's digital library and the Off-Campus Library Services Office. In particular, the discussion will center on reserve services for students at remote locations, using traditional paper copies and particularly electronic reserves, and the copyright issues that surround the e-reserve service. 相似文献