全文获取类型
收费全文 | 364篇 |
免费 | 5篇 |
专业分类
教育 | 299篇 |
科学研究 | 20篇 |
各国文化 | 2篇 |
体育 | 19篇 |
文化理论 | 3篇 |
信息传播 | 26篇 |
出版年
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 5篇 |
2020年 | 10篇 |
2019年 | 11篇 |
2018年 | 16篇 |
2017年 | 10篇 |
2016年 | 13篇 |
2015年 | 19篇 |
2014年 | 8篇 |
2013年 | 88篇 |
2012年 | 18篇 |
2011年 | 8篇 |
2010年 | 13篇 |
2009年 | 10篇 |
2008年 | 4篇 |
2007年 | 6篇 |
2006年 | 6篇 |
2005年 | 3篇 |
2004年 | 11篇 |
2003年 | 6篇 |
2002年 | 5篇 |
2001年 | 6篇 |
2000年 | 5篇 |
1999年 | 7篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 8篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1984年 | 3篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 5篇 |
1974年 | 2篇 |
1973年 | 4篇 |
1972年 | 2篇 |
1967年 | 1篇 |
1964年 | 1篇 |
1959年 | 1篇 |
1958年 | 1篇 |
1928年 | 1篇 |
1927年 | 1篇 |
1926年 | 2篇 |
排序方式: 共有369条查询结果,搜索用时 15 毫秒
1.
2.
Iris Duhn 《Educational Philosophy and Theory》2018,50(14):1596-1597
3.
In an exploratory study designed to investigate Shona culture of Zimbabwe’s views of giftedness, data were collected from sixteen Zimbabwean academics of Shona cultural background. Using questionnaire narratives, the study established that Shona culture views giftedness as an unusual ability blessed in an individual through ancestry which enables him/her to perform with unparalleled expertise even in challenging domains. The hallmarks of Shona culture’s views of giftedness are ability to succeed, solve problems, creativity, interpersonal relationships and spirituality. When values are held constant, Shona culture’s views of giftedness do not differ from views in contemporary psychology. The study recommends fusing together cultural and modern views of giftedness in the school curriculum in order to develop a diversity of talents in students. 相似文献
4.
ABSTRACT This study draws on the theoretical frameworks of genre theory and writing expertise to explore how educators manage and excel in writing for professional recognition. Semi-structured interviews were conducted with four educators from different disciplines in which participants discussed their experiences of preparing and writing for Senior Fellow. Despite the fact that writing for professional recognition can be a contentious genre to manage with its reflective features favouring those from certain disciplinary backgrounds, the participants described positive and affirming experiences. The findings also suggest that educators are strategic in their approach, and that the writing process can have unexpected affordances including a developed knowledge of writing, professional confidence and a sense of empowerment. The findings have implications for developing systems and resources to support educators preparing for fellowship. 相似文献
5.
6.
This study evaluates the results of a training program for prospective remembering. The goal of the training was to improve prospective memory by associating cues from the retrieval situation with the to be remembered information. The training group consisted of 20 participants, aged between 45 and 81 years. The effects of strategy training were compared with those of an educational training group (N = 23 , age range 45-84) directed at reducing worries about forgetfulness, and a retest control group (N = 22 , age range 46-74). The educational training and retest control groups did not differ in demographic characteristics and test performance and were combined into one control group. Subjective evaluations revealed that subjects were very satisfied with the effects of training. This also was true for subjects in the educational training condition. The objective effects of training were evaluated with a telephone task which had to be performed in the daily life situation, and a prospective categorization task performed in the laboratory. Despite the low reliabilities of the prospective tasks, a significant but small effect of training compared to the combined control group was found on the sum score of prospective tests. The training effect was not related to age or pretraining performance level. At the three months follow-up, however, performance of the control group had increased to the level of the trained group. As expected, training effects did not generalize to other memory measures (assessed with tests for remembering names) or control measures (assessed with visuo-motor reaction time tests). 相似文献
7.
The 37 Caldecott Medal award‐winning children's books and 129 runner‐up books were subjected to a content analysis in order to evaluate the portrayal of adults in children's literature, both fictional and nonfictional. Of the total 166 books analyzed, 43 were excluded from the data because they contained no adult portrayals. For the 123 books subjected to final content analysis, and the 751 characters contained in these books, the data revealed statistically significant differences on four variables: (1) more male than female adults were represented; (2) more healthy than physically handicapped adults were portrayed; (3) more positive than negative or neutral illustrations of adults occurred; (4) adults were represented more in fictional than in nonfictional children's books. Results were interpreted as demonstrating that children's literature portrays neither adult figures nor adult life in a realistic manner. 相似文献
8.
In this paper we estimate the effect of class attendance on exam performance by implementing a policy in three large economics classes that required students scoring below the median on the midterm exam to attend class. This policy generated a large discontinuity in the rate of post-midterm attendance at the median of the midterm score. We estimate that near the policy threshold, the post-midterm attendance rate was 36 percentage points higher for those students facing compulsory attendance. The discontinuous attendance policy is also associated with a significant difference in performance on the final exam. We estimate that a 10 percentage point increase in a student's overall attendance rate results in a 0.17 standard deviation increase in the final exam score without adversely affecting performance on other classes taken concurrently. 相似文献
9.
10.