全文获取类型
收费全文 | 684篇 |
免费 | 19篇 |
专业分类
教育 | 532篇 |
科学研究 | 24篇 |
各国文化 | 8篇 |
体育 | 47篇 |
综合类 | 1篇 |
文化理论 | 1篇 |
信息传播 | 90篇 |
出版年
2023年 | 4篇 |
2022年 | 10篇 |
2021年 | 17篇 |
2020年 | 21篇 |
2019年 | 43篇 |
2018年 | 51篇 |
2017年 | 48篇 |
2016年 | 41篇 |
2015年 | 24篇 |
2014年 | 40篇 |
2013年 | 143篇 |
2012年 | 28篇 |
2011年 | 18篇 |
2010年 | 21篇 |
2009年 | 24篇 |
2008年 | 22篇 |
2007年 | 17篇 |
2006年 | 12篇 |
2005年 | 8篇 |
2004年 | 12篇 |
2003年 | 10篇 |
2002年 | 5篇 |
2001年 | 18篇 |
2000年 | 7篇 |
1999年 | 6篇 |
1998年 | 6篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1993年 | 4篇 |
1991年 | 2篇 |
1989年 | 2篇 |
1985年 | 2篇 |
1978年 | 5篇 |
1976年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1971年 | 3篇 |
1970年 | 2篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1965年 | 1篇 |
1964年 | 1篇 |
1962年 | 1篇 |
1935年 | 1篇 |
1930年 | 1篇 |
1927年 | 1篇 |
1925年 | 1篇 |
1923年 | 1篇 |
1922年 | 1篇 |
1882年 | 1篇 |
排序方式: 共有703条查询结果,搜索用时 15 毫秒
21.
22.
Rhonda N. T. Nese Paul Meng Sarah Breiner Erin Chaparro Robert Algozzine 《Journal of Research on Technology in Education》2020,52(2):148-162
AbstractTraditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effectiveness in meeting the needs of key stakeholders. Focus groups were conducted with teachers, administrators, and other specialists to gather feedback on content as well as how online learning modules (OLMs) could be tailored to meet specific school site and team needs. We discuss our findings in the context of continuing efforts to improve general and specific professional development opportunities. 相似文献
23.
The phrase “social movement” typically conjures up images of pickets, massive crowds, and noisy demonstrations. An emerging approach to campus‐based change, used in Fraternal Futures and other projects, is tapping into the small, the local, and the personally relevant. 相似文献
24.
25.
Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N= 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport performance (performance-based measures and teacher assessments), prior sport self-concept had positive effects on subsequent sport performance in both Grade 4 and Grade 6 and for both boys and girls. Coupled with previous REM studies of adolescents in the academic domain, this first test for preadolescents in the sport domain supports the generalizability of REM predictions over gender, self-concept domain, preadolescent ages, and the transition from primary to secondary school. 相似文献
26.
PROSPECTS - In light of Australian policy and curriculum initiatives aimed to prioritize Education for Sustainability (EfS) practices, this article discusses a study that evaluated a smart meter... 相似文献
27.
The effects of deeper learning opportunities on student achievement: Examining differential pathways
Erin Ottmar 《Psychology in the schools》2019,56(5):840-855
This study investigates relations between cognitive, interpersonal, and intrapersonal opportunities, noncognitive outcomes, and student achievement in 1,096 students from 20 high schools (10 Deeper Learning [DL] network, 10 control) who participated in the Study of DL (SDL). DL is an umbrella term used to encompass the cognitive, interpersonal, and intrapersonal skills and knowledge that students need to be successful in school and the workforce. Structural equation modeling (SEM) was used to test a theoretical model that hypothesizes plausible pathways between DL opportunities to interpersonal, intrapersonal, and cognitive outcomes. Further, a multigroup structural equation modeling examined differences in these relations between DL and matched nonnetwork schools. Cognitive and intrapersonal opportunities were related to both interpersonal and intrapersonal outcomes. Further, cognitive opportunities were indirectly related to student achievement through interpersonal outcomes. Similar patterns of relations were found in DL and control schools. This study helps to build a stronger understanding of how types of DL opportunities and strategies can best develop the complex skills that students need to be successful in school and can also be used to inform future intervention designs and research studies. 相似文献
28.
Cipriano Christina Barnes Tia Navelene Kolev Lyubo Rivers Susan Brackett Marc 《Learning Environments Research》2019,22(1):1-12
Learning Environments Research - Teacher–student interactions contribute to the quality of the classroom environment. Although numerous measures of these interactions exist, few target the... 相似文献
29.