全文获取类型
收费全文 | 920篇 |
免费 | 27篇 |
专业分类
教育 | 731篇 |
科学研究 | 29篇 |
各国文化 | 19篇 |
体育 | 55篇 |
文化理论 | 3篇 |
信息传播 | 110篇 |
出版年
2023年 | 11篇 |
2022年 | 16篇 |
2021年 | 29篇 |
2020年 | 37篇 |
2019年 | 58篇 |
2018年 | 73篇 |
2017年 | 81篇 |
2016年 | 84篇 |
2015年 | 31篇 |
2014年 | 52篇 |
2013年 | 170篇 |
2012年 | 21篇 |
2011年 | 33篇 |
2010年 | 26篇 |
2009年 | 30篇 |
2008年 | 17篇 |
2007年 | 10篇 |
2006年 | 17篇 |
2005年 | 13篇 |
2004年 | 20篇 |
2003年 | 15篇 |
2002年 | 9篇 |
2001年 | 12篇 |
2000年 | 8篇 |
1999年 | 6篇 |
1998年 | 3篇 |
1997年 | 5篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1971年 | 1篇 |
1967年 | 1篇 |
1919年 | 1篇 |
排序方式: 共有947条查询结果,搜索用时 15 毫秒
131.
132.
Christopher M. Parfitt Amanda L. Rose 《Mentoring & Tutoring: Partnership in Learning》2020,28(3):278-294
ABSTRACT Informal mentoring had been previously identified as a vital component to leadership development and succession planning. Through a phenomenological approach, we sought to capture the lived experiences of aspiring school leaders pertaining to informal mentoring. Using open-ended questions and reflective activities, eight aspiring school leaders provided information about their experiences and characteristics of informal mentoring. Through a human science research perspective, four themes emerged from the data analysis: (a) defining informal mentoring, (b) characteristics of effective informal mentors, (c) constructive relationship, and (d) mentoring recommendations. Participants found their experiences with informal mentoring beneficial. There was a reported high level of trust between mentor and protégé and the process was flexible. Because the aspiring leaders sought to become school leaders in the near future, most were cognizant of the fact they needed to have quality mentors, but also be a mentor to new educators. 相似文献
133.
134.
Paul Berry Peter Mathams Beulah Middleton 《International Journal of Disability, Development & Education》1977,24(3):156-164
The study reports the analysis of a mother/child interaction sequence. Its focus is on the mother's teaching strategies. The child was presented with two tasks. The first task was new and not previously experienced by the child; the second task was one that had been experienced. The mother's teaching of the tasks was videotaped and analysed. The material was analysed according to ‘on task’ behaviours. The results indicated that:
-
(a) both the mother and child were able to maintain a continuous communication sequence;
-
(b) the mother structured both tasks, but structured the new task more, and allowed some flexibility in the old task;
-
(c) the language used by the mother was ‘restricted';
-
(d) in responding to her child's behaviour, the mother made more use of verbal cues and used fewer non‐verbal cues
135.
Angela Vatalaro Anne McDonald Culp Debbie L. Hahs-Vaughn Amanda C. Barnes 《Early Childhood Education Journal》2018,46(4):451-466
This study examined the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of 3-, 4-, and 5-year-old preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasi-experimental study, which included an 8-week intervention in which the children interacted with one of two types of apps: one classroom used four scaffolding-like vocabulary apps for an average of 1.8 h per day (n?=?16) and one classroom used four open-ended vocabulary apps for an average of 1.3 h per day (n?=?15). Two classrooms served as comparison groups (n?=?18; n?=?14) which used apps that were chosen by the Head Start program with no specific instructional method for approximately 1 h per day. Children’s vocabulary was assessed pre- and post-intervention using the PPVT-4, the EVT-2, and iPad Receptive and Expressive Vocabulary Assessments. Using a repeated measures analysis of variance with split plot analysis, children who used scaffolding-like vocabulary apps performed statistically significantly higher on the PPVT-4 than children who used open-ended vocabulary apps. There were no significant differences between groups on the EVT-2. The study contributed to the literature on teacher instruction of utilizing scaffolding-like apps to increase preschool vocabulary knowledge. 相似文献
136.
For the past 30 years, the dropout rate for students with emotional disturbance has hovered around 50%, a rate substantially higher than the dropout rate for students with other disabilities and the general population. This systematic review evaluated the literature published between 1990 and 2013 on the effectiveness of dropout prevention and intervention for students with emotional disturbance. Only one experimental or quasi-experimental study tested a dropout prevention program with students with emotional disturbance meeting the methodological criteria for this review. The results reveal a dearth of research-based strategies or programs to support high school completion among students with emotional disturbance, underscoring the need for rigorous intervention research to improve outcomes for these students. We discuss implications for research and practice in light of this research gap. 相似文献
137.
Amanda K. Cheung K. Paige Harden Elliot M. Tucker-Drob 《Parenting, science and practice》2016,16(4):257-283
Objective. Caregivers play an important role in child development; in addition to instilling their norms and values in their children through socialization, caregivers modify their parenting practices in response to children’s characteristics. Previous studies have documented child genetic effects on parenting behaviors, but multivariate behavioral genetic examinations of parenting are scarce. Design. The current study examined the multivariate structure of child genetic and environmental influences on parenting in a sample of 236 individual twins aged 0–5 years, providing a total of 542 observations. Results. “Shared environments” (between-family environmental differences that are shared by twins reared in the same home, including parental characteristics, family socioeconomic status, and neighborhood characteristics) account for the majority of variation in parenting practices, whereas child genetic effects are more modest and occur more on specific parenting practices. Conclusion. Caregivers generally engage in similar parenting across children reared together and, at the same time, adjust their broad parenting approach and particularly their specific practices in response to genetically driven child characteristics. Future research may benefit from using a multidimensional framework to examine the different components and age-related transformations in these parent-driven and child-driven processes. 相似文献
138.
Amanda J. Holmstrom 《Communication quarterly》2013,61(2):224-238
This study extends research on sex differences and similarities in communication values by examining (a) the influence of sex of friend on ratings of functional communication skills in same-sex and cross-sex friendships, (b) the moderating role of friend's sex in sex differences in evaluations, and (c) the mediating role of psychological gender in sex differences in communication values. Participants (144 men and 148 women) rated the importance of communication skills for either same-sex or cross-sex friends. Results indicate that, although men's and women's ratings of communication skills are similar, participant sex, gender, and sex of friend do exert some influence. 相似文献
139.
Journal impact factor (IF) inflation is suggested as a problem resulting from commentaries published by the editors in chief (EiCs) of their respective journals. However, it is unclear whether this is a systemic problem across the top thirty cardiovascular medicine journals. Therefore, the purpose of this investigation was to examine the relationship between the number of commentaries written by an EiC and their journal''s IF and Eigenfactor (Ef). Utilizing Spearman rank partial correlations controlling for length of service as the EiC, significant moderate correlations were found between the number of commentaries and the number of first-author commentaries by the EiC and the IF of their journal (r=0.568, p=0.001 and r=0.504, p=0.005; respectively). A weak but still significant correlation was found between the number of commentaries by the EiC and the Ef of their journal (r=0.431, p=0.020). The reason for these correlations is unclear, and whether the methodology used to compute the IF and Ef should be modified needs further research. 相似文献
140.
As academic libraries create online learning objects, it is important to consider whether such resources actually reach and answer the questions of intended users. This study considers three points of inquiry for one academic library: How its users make their way to the library's tutorials; user preference for searching or browsing for resources, when given both modes of access; and the kinds of online learning objects or tutorials users are seeking. A close examination of Web analytics and users’ search terms within the tutorials interface helped to illustrate patterns of access and highlighted users’ needs for tutorials and online learning objects. 相似文献