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741.
The present study aims to analyse the complex relationships between the relevant constructs of students’ demographic background,
perceptions, learning patterns and (proxy measures of) learning outcomes in order to delineate the possible direct, indirect,
or spurious effects among them. The analytical methodology is substantively framed against the studies of Richardson (British
Journal of Educational Psychology 76:867–893, 2006, Higher Education 54:385–416, 2007) that utilised a regression-based methodology to infer the possible causal relationships among the relevant learning constructs.
A composite research instrument, written in Chinese and derived from the Inventory of Learning Styles (ILS) and the Course
Experience Questionnaire (CEQ), was used to collect students’ feedback on their perceptions of the learning environment and
their learning patterns. Valid responses were obtained from 1,572 students studying at six institutions in the post-secondary
education sector in Hong Kong, a new response-context for both the CEQ and the ILS. In adapting the research instruments to
a new Chinese response-context, the findings are generally consistent with those reported in other published works (e.g. no
relationship between students’ demographic background and their satisfaction with the programme, and a significant relationship
between students’ exhibition of undirected learning patterns and low expected performance), but there are also some noteworthy
discrepancies. The findings therefore buttress the confidence with which an ILS-based General Theoretical Model of student
learning, adapted from Richardson (British Journal of Educational Psychology 76:867–893, 2006, Higher Education 54:385–416, 2007), may be used to conceptualise and interpret the dynamics of variation across different cultural response-contexts. While
the CEQ provides some valuable complementary insights, it is an instrument that requires further development in the response-context
of the present study. 相似文献
742.
Dennis Beck Angela R. Watson Robert Maranto 《The American journal of distance education》2019,33(1):46-58
Recent Center for Research on Education Outcomes (CREDO) analyses find that cyber charter schools in seventeen states show consistently low reading and mathematics value-added test scores compared to traditional public schools serving comparable students. This generally accords with prior research. We hypothesize that the relatively poor measured academic value-added of cyber charters reflects artificial testing conditions for students in those schools. Accordingly, we have collected testing information from the seventeen CREDO states. State-level analyses find that cyber student persistence, which likely indicates school quality, correlates moderately and significantly with the cyber student academic value-added as measured by CREDO. Further, we find evidence of lower cyber school value-added in states which permit cybers to use narrow testing windows, perhaps reflecting testing fatigue on the part of test-takers. We discuss implications, and suggest next steps for research exploring whether testing conditions affect measured cyber charter performance. 相似文献
743.
Karen C. H. Zhoc Ronnel B. King Wilbert Law Dennis M. McInerney 《Psychology in the schools》2019,56(10):1596-1613
Research on intrinsic and extrinsic future goals has mostly focused on their impact on wellbeing with relatively lesser attention being focused on key learning outcomes. This study investigates how the pursuit of different future goals (i.e., society‐, family‐, career‐, wealth‐, and fame‐oriented goals) affects students’ self‐control, and whether self‐control mediates the relationship between future goals and distal learning outcomes (i.e., students’ affect to school and academic achievement 1 year later). The study adopted a longitudinal design involving 8,354 secondary students from 16 schools in Hong Kong. Students had to complete English and Mathematics achievement tests and answer questionnaires measuring the key variables. Structural equation modeling analysis indicated intrinsic future goals were more adaptive compared to extrinsic ones. In particular, results revealed the importance of society‐oriented goal on self‐control and distal learning outcomes. Theoretical and practical implications are discussed. 相似文献
744.
Dennis Carlson 《Educational theory》2009,59(3):259-277
In this essay, Dennis Carlson explores some of the implications of Derrida's "hospitality politics" in helping articulate a progressive response to a rightist cultural politics in the United States of policing national, linguistic, and other borders. He applies the concept of hospitality politics to a critical analysis of the social construction of the "problem" of "illegal immigrants" in U.S. public schools. This entails a discussion of three interrelated discourses and practices of hospitality: a universalistic discourse of philosophical and religious principles, a legalistic-juridical discourse, and a discourse and practice grounded in the ethos of everyday life. Derrida suggested that a democratic cultural politics must interweave these three discourses and also recognize the limitations of each of them. Moreover, a democratic cultural politics must be most firmly rooted in the praxis of ethos, and in the ethical claims of openness to the other. 相似文献
745.
Dennis Ping-Cheng Wang 《美中教育评论》2008,5(9):32-41
Movement activities can be used to integrate with any other curriculum in childhood education. The movements can inspire the sense of rhythmic concepts for children. This study aims at investigating how children can be motivated and inspired rhythmically by body movement through Dalcroze approach. In this research, the author revealed how physical movements can motivate children's potential sense of rhythm and inspire children's interest of musical rhythmic concepts learning. The study was conducted with 1000 primary school 6th grade students from twenty primary schools in Taipei, Taiwan. These 1000 6th grade students have the same age, same music syllabus and have equally same music training at their schools. The 1000 students were divided into two equal groups, one having different activities of body movements at school, and the other without. The different activities included tapping, swinging, clapping, turning, and stamping simple rhythms. The experiments consisted two parts which were rhythm dictation and improvisational skills. All the participants were equally given the pre-test and post-test as evidences of progress of the experiment, and the researcher then compared with the differences of the two tests of the two groups before and after the experiment to see if there were any progress in their learning of musical rhythms. The study lasted 6 months and consisted of three stages: observation, comparison, and analysis. The author observed and compared the two groups of students, analyzed the results and found out that the two groups demonstrated obvious differences in their degree of progress on learning of musical rhythms. 相似文献
746.
Studies of college attrition typically assume that all attrition is permanent. We use data from the 1990/94 Beginning Postsecondary Survey to distinguish between long-term dropout and short-term stopout behavior in order to test that assumption. We find significant differences between those who stop out and those who drop out in the first year. Failure to recognize these differences biases the results of standard attrition models and hence may cause policy makers to pursue inappropriate policy initiatives or incorrectly target at-risk populations. Furthermore, the type of financial aid received is found to have a differential impact on stopout versus dropout probabilities. 相似文献
747.
748.
Learning Environments Research - This qualitative study explored Hong Kong students’ views and reactive emotions towards interpersonal teacher behaviour in their classrooms. Fifteen... 相似文献