全文获取类型
收费全文 | 523篇 |
免费 | 14篇 |
专业分类
教育 | 411篇 |
科学研究 | 33篇 |
各国文化 | 7篇 |
体育 | 22篇 |
文化理论 | 3篇 |
信息传播 | 61篇 |
出版年
2022年 | 5篇 |
2021年 | 13篇 |
2020年 | 13篇 |
2019年 | 25篇 |
2018年 | 23篇 |
2017年 | 32篇 |
2016年 | 26篇 |
2015年 | 12篇 |
2014年 | 20篇 |
2013年 | 122篇 |
2012年 | 13篇 |
2011年 | 13篇 |
2010年 | 13篇 |
2009年 | 15篇 |
2008年 | 9篇 |
2007年 | 11篇 |
2006年 | 11篇 |
2005年 | 5篇 |
2004年 | 10篇 |
2003年 | 3篇 |
2002年 | 5篇 |
2001年 | 8篇 |
2000年 | 9篇 |
1999年 | 5篇 |
1998年 | 6篇 |
1997年 | 7篇 |
1996年 | 4篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 5篇 |
1986年 | 7篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 6篇 |
1979年 | 5篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 3篇 |
1973年 | 4篇 |
1969年 | 2篇 |
1968年 | 2篇 |
1967年 | 3篇 |
1935年 | 2篇 |
排序方式: 共有537条查询结果,搜索用时 15 毫秒
141.
142.
143.
144.
Alice Bradbury 《Learning, Media and Technology》2019,44(1):7-21
ABSTRACTThis paper examines processes of datafication in early childhood education (ECE) settings for children from birth-five years in England and how this relates to increased formalisation. Unusually, ECE in England includes a standardised curriculum and formative and statutory assessments; thus it has been described as subject to both datafication and ‘schoolification’, a term used to describe the adoption of school-like practices and values in ECE. Using interview data from ECE settings over the last decade and a theoretical framework drawing on Foucault and Deleuze, the paper sets out the ways in which settings in schools and nurseries are subject to the demands of data, and how this produces data-driven subjectivities for both teacher and child. These developments are then linked to aspects of ‘schoolification’ including more formal teaching, a focus on literacy and mathematics, and use of ‘ability’ grouping. 相似文献
145.
Alice Sterling Honig 《Early Childhood Education Journal》1989,16(4):14-17
The lusty birth cry with which most babies enter the world is the first in a long series of vocal behaviors which ever increase in communicative effectiveness as a child grows through infancy into the preschool years. By the time a child enters elementary grades, he or she can understand and use thousands of words (Honig, 1982b). Pronunciation is almost entirely comprehensible. The child uses the main grammatical rules very well such as adding ing for the progressive tense, or ed for the past tense, or using negation correctly as in I don't like liver (De Villiers & De Villiers, 1979; Elliot, 1981). Children can understand double meanings for words by four years of age. A child might explain to you that A turn is when your car turns around a corner, and it also is when you take turns on the playground. Linguistic humor becomes possible as the child becomes able to play with and make a play on words (Honig, 1988).
Alice Sterling Honig teaches at Syracuse University in the Department of Child and Family Studies, College for Human Development, in Syracuse, NY. She is an editorial board member of Day Care & Early Education. 相似文献
146.
Despite persistent calls for school psychologists to provide comprehensive and integrated services, school psychologists may have difficulty providing these services because of critical shortages in the profession. This practical action research study involved surveying district supervisors of school psychologists and training program directors in the state to identify the current and projected shortages in Florida. This multimethod, multi‐informant case example also focused on facilitators of and barriers to addressing the critical shortage. How the data have been used to inform recruitment, retention, and advocacy efforts to identify school psychology as a critical shortage legislatively are provided as well as recommendations for future research. 相似文献
147.
Head Start Parents' Beliefs about Their Children's Abilities, Task Values, and Performances on Different Activities 总被引:3,自引:0,他引:3
As part of larger intervention study designed to facilitate the transition of Head Start children into kindergarten and the early elementary grades, we assessed parents beliefs about former Head start children's abilities and values in several activity domains—academics, sports, and social skills—during the children's kindergarten ten year. Parents' expectations for their children's future also were examined. One hundred and twenty-four parents and 155 children participated; all children had attended Head Start, and the sample is ethnically and racially diverse. One group of children and parents received the additional services, and a second group did not. Parents, were quit optimistic about their children's prospects for the future. There were ethnic differences in parents were quit optimistic about their children's prospects for the future. There were ethnic differences in parents' beliefs about children's abilities and future prospects in different areas. Parents beliefs related both to children's attitudes toward school and to their performance on mathematical and reading achievement tests. 相似文献
148.
This article explores the role of Minority Serving Institutions (MSIs) in producing teachers of color. Specifically, it looks at larger national trends and highlights individual MSIs that have experienced success in the area of teacher education and the production of teachers of color. Recommendations are made to assist colleges and universities across the nation. 相似文献
149.
150.