全文获取类型
收费全文 | 183篇 |
免费 | 4篇 |
专业分类
教育 | 172篇 |
科学研究 | 6篇 |
各国文化 | 1篇 |
文化理论 | 1篇 |
信息传播 | 7篇 |
出版年
2024年 | 1篇 |
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 2篇 |
2020年 | 6篇 |
2019年 | 7篇 |
2018年 | 7篇 |
2017年 | 13篇 |
2016年 | 11篇 |
2015年 | 6篇 |
2014年 | 9篇 |
2013年 | 32篇 |
2012年 | 9篇 |
2011年 | 9篇 |
2010年 | 5篇 |
2009年 | 8篇 |
2008年 | 7篇 |
2007年 | 4篇 |
2006年 | 1篇 |
2005年 | 4篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 2篇 |
2001年 | 5篇 |
2000年 | 3篇 |
1999年 | 5篇 |
1998年 | 2篇 |
1996年 | 1篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有187条查询结果,搜索用时 31 毫秒
1.
2.
3.
Attitudes and approaches toward the collection, use, and care of color photographs have evolved enormously since the official arrival of commercially viable color photographic processes in the early twentieth century. This article traces the evolution of collection, exhibition, and preservation practices for works of art in color photography over the last few decades, as represented by one institution, The Metropolitan Museum of Art. 相似文献
4.
5.
6.
7.
Vivienne Gross Louise O'Connor Sue Smedley David Thomas 《Pastoral Care in Education》2013,31(3):40-42
Vivienne Gross, Hackney Child and Family Consultation Service, Child Abuse and the School's Response: A Workshop for Professionals Involved with Ghildren/Young People from Nursery to Further Education by Eve Brock. Harlow, Essex: Longman, 1992. 22pp. ISBN 0 58210060 7, £25.00 Louise O'Connor, Roehampton Institute, Social Education and Personal Development Studies in Primary Education by Delwyn and Eva Tattum. London: David Fulton, 1992. 194pp. pb ISBN 185346 110 5, £12.99 Sue Smedley, Froebel Institute College, Stress in Teaching by Jack Dunham. London and New York: Routledge, 1992. 200pp. hb ISBN 0 415 06634 4, £35, pb ISBN 0 415 06635 2, £12.99 David Thomas, Department of Education University of Liverpool, Learning Support for Young People in Transition: Leaving School for Further Education and Work by Jean McGinfy and John Fish. Milton Keynes: Open University Press. 116pp. pb ISBN 0 335 09765 0, n.p. 相似文献
8.
Sue Dale Tunnicliffe Michael J. Reiss 《International Journal of Science Education》2013,35(11):1187-1200
Surprisingly few studies have looked at people's understanding of skeletons. Most of the work in this field that has been done has only involved children's understanding of human skeletons. This study looks at students' understandings of the structure of animal (including human) skeletons. A crosssectional approach was used involving a total of 175 students in England from six different age groups (ranging from 4 year olds to 20 year olds). Students were presented, on separate occasions, with specimens of a brown rat, a starling and a herring and asked to draw what they thought was inside each specimen. On a final occasion, they were also asked to draw what they thought was inside themselves. Repeated inspections of the completed drawings allowed us to construct a seven point scale of 'skeletal understanding'. Our analysis shows the extent to which student understanding increases with age and the degree to which pupils know more about human than other skeletons. The findings are interpreted with reference to current trends in English science curricula and pedagogy. We comment in particular on the current inability of most students to see the skeleton as a functional, integrated whole. 相似文献
9.
Chloe Austerberry Pasco Fearon Angelica Ronald Leslie D. Leve Jody M. Ganiban Misaki N. Natsuaki Daniel S. Shaw Jenae M. Neiderhiser David Reiss 《Child development》2022,93(2):e188-e206
Intellectual performance is highly heritable and robustly predicts lifelong health and success but the earliest manifestations of genetic effects on this asset are not well understood. This study examined whether early executive function (EF) or verbal performance mediate genetic influences on subsequent intellectual performance, in 561 U.S.-based adoptees (57% male) and their birth and adoptive parents (70% and 92% White, 13% and 4% African American, 7% and 2% Latinx, respectively), administered measures in 2003–2017. Genetic influences on children's academic performance at 7 years were mediated by verbal performance at 4.5 years (β = .22, 95% CI [0.08, 0.35], p = .002) and not via EF, indicating that verbal performance is an early manifestation of genetic propensity for intellectual performance. 相似文献
10.
Berenice Anaya Jenae M. Neiderhiser Koraly Pérez-Edgar Leslie D. Leve Jody M. Ganiban David Reiss Misaki N. Natsuaki Daniel S. Shaw 《Child development》2023,94(4):e231-e245
The present study leveraged data from a longitudinal adoption study of 361 families recruited between 2003 and 2010 in the United States. We investigated how psychopathology symptoms in birth parents (BP; Mage = 24.1 years; 50.5–62.9% completed high school) and adoptive parents (AP; Mage = 37.8 years; 80.9% completed college; 94% mother–father couples) influenced children's behavioral inhibition (BI) trajectories. We used latent growth models of observed BI at 18 and 27 months, and 4.5 and 7 years in a sample of adopted children (Female = 42%, White = 57%, Black = 11%, Multi-racial = 21%, Latinx = 9%). BI generally decreased over time, yet there was substantial variability in these trajectories. Neither BP nor AP psychopathology symptoms independently predicted systematic differences in BI trajectories. Instead, we found that AP internalizing symptoms moderated the effects of BP psychopathology on trajectories of BI, indicating a gene by environment interaction. 相似文献