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281.
282.
Revelle Glenda Druin Allison Platner Michele Bederson Ben Hourcade Juan Pablo Sherman Lisa 《Journal of Science Education and Technology》2002,11(1):49-57
Journal of Science Education and Technology - This paper reports on the development of a visual search interface (called “SearchKids”) to support children ages 5–10 years in their... 相似文献
283.
William J. Ernst Adrienne B. Gallo Amanda L. Sellers Jessica Mulrine Luciana MacNamara Allison Abrahamson 《Exceptionality》2016,24(2):123-136
The purpose of this study is to determine knowledge of traumatic brain injury among educators. Few studies have examined knowledge of traumatic brain injury in this population and fewer still have included a substantial proportion of general education teachers. Examining knowledge of traumatic brain injury in educators is important as the vast majority of children with traumatic brain injury will return to school and many are likely to require support in the short term and some will require special education services in the long term. The Common Misconceptions of Traumatic Brain Injury questionnaire was completed by 94 educators. Participants demonstrated accurate knowledge on a number of questionnaire items associated with the identification of individuals with traumatic brain injury, common socio-emotional effects, and recovery from traumatic brain injury; however, a considerable degree of uncertainly was indicated on several items relevant to the school setting. In addition, substantial misconception rates were noted on only four items including one pertaining to recovery and another concerning the likelihood of additional brain injuries. Knowing someone with traumatic brain injury, participating in training and having taught a student with traumatic brain injury resulted in greater knowledge. Implications of these findings for educators are discussed. 相似文献
284.
Alida Allison 《Children‘s Literature in Education》1993,24(4):265-275
She is the Director of SDSU's Children's Literature Circle, and has written four children's books, one going into its third edition. 相似文献
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286.
John Allison 《Journal of educational administration and history》2007,39(2):113-128
This article will examine Canadian politicians’ and administrators’ leadership in the realm of education‐related international activities. In the era between the 1960s and the 1980s, it became increasingly difficult for educational leaders to walk the line dividing federal and provincial responsibility in this field. Educational authorities at the federal and provincial levels were collectively ill‐prepared to address the question of ‘diplomacy’ in a field of provincial responsibility. Instead, there were a whole series of mis‐steps on one or other sides of the line. Moreover, the executive level interaction that characterized this period was marked by developing federal authority, a federal government increasingly focused on power, and one which wanted greater control over the issue. Additionally, as is the case when having difficulty with ‘walking the line’ and passing a sobriety test, this was a federalism characterized by misunderstandings, provisional accords, and last minute compromises. 相似文献
287.
Merel van Ommen Serena Daalmans Addy Weijers Allison Eden Rebecca N. H. de Leeuw Moniek Buijzen 《Journal of moral education》2017,46(4):378-395
This study aims to inform the discussion over the proposed merit of morally ambiguous dramas as a tool in moral education in the professional domain, by providing insight into student groups’ moral evaluations of Dexter. In-depth interviews (N = 61) were conducted among a diverse sample of law and (developmental) psychology students. The results demonstrate differences in moral evaluations, according to the degree of ‘professional’ experience. Remarkably, law students follow the unlawful reasoning of vigilante killer Dexter instead of their own moral make-up; yet slowly develop a professional, strict procedural, point-of-view during their education. Conversely (developmental) psychology students ground moral evaluations instantly in professionalism, but proceed from an idealistic to a more realistic and nuanced point-of-view. To fully reach its potential as a launch pad for discussing professional predicaments, we recommend that Dexter is incorporated later in the curriculum after both student groups have had more experience in the field. 相似文献
288.
Seth A. Parsons Jacquelynn A. Malloy Allison Ward Parsons Erin E. Peters-Burton Sarah Cohen Burrowbridge 《The Journal of educational research》2018,111(2):232-245
Student engagement is important for teachers and researchers because it is associated with student achievement. Guided by self-determination theory, this year-long case study used observations and interviews to examine six students’ behavioral, affective, and cognitive engagement in integrated literacy and social studies tasks. Task differences were rated according to the degree to which tasks were authentic, collaborative, challenging, student directed, and sustained. Results demonstrated that, overall, students were more engaged in tasks that include a higher degree of these elements. In particular, students reported that they were engaged in tasks that included collaboration, new learning, and teacher support. 相似文献
289.
Fran C. Blumberg Kristen P. Bierwirth Allison J. Schwartz 《Early Childhood Education Journal》2008,36(2):101-104
A commonly accepted belief is that the violence depicted in television programs, particularly cartoons, has a negative impact
on young children’s behavior. However, young children may be less inclined to emulate violent actions seen on television than
currently thought. Research indicates that young children have limited comprehension of television content but relatively
sophisticated moral reasoning. Children’s understanding of the immorality of violence on television and the distinction between
reality and make-believe may mediate these effects, as may the comic aspect of cartoons they view. We review current research
concerning the effects of cartoon violence on children’s moral understanding and behavior to with the goal of helping early
childhood educators and parents make informed decisions about children’s television viewing. 相似文献
290.