全文获取类型
收费全文 | 758篇 |
免费 | 29篇 |
专业分类
教育 | 610篇 |
科学研究 | 24篇 |
各国文化 | 11篇 |
体育 | 44篇 |
文化理论 | 1篇 |
信息传播 | 97篇 |
出版年
2024年 | 1篇 |
2023年 | 9篇 |
2022年 | 16篇 |
2021年 | 26篇 |
2020年 | 34篇 |
2019年 | 56篇 |
2018年 | 66篇 |
2017年 | 74篇 |
2016年 | 76篇 |
2015年 | 27篇 |
2014年 | 44篇 |
2013年 | 139篇 |
2012年 | 19篇 |
2011年 | 28篇 |
2010年 | 22篇 |
2009年 | 29篇 |
2008年 | 16篇 |
2007年 | 7篇 |
2006年 | 11篇 |
2005年 | 11篇 |
2004年 | 20篇 |
2003年 | 11篇 |
2002年 | 7篇 |
2001年 | 9篇 |
2000年 | 3篇 |
1999年 | 4篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 3篇 |
1988年 | 1篇 |
1985年 | 1篇 |
排序方式: 共有787条查询结果,搜索用时 15 毫秒
101.
April S. Salerno Amanda K. Kibler 《Journal of Education for Students Placed at Risk》2016,21(4):261-278
This study attempts to understand how achievement gap Discourse might be present in preservice teachers' (PSTs) Discourse about students they found challenging to teach. Using a Discourse analytic approach, the project considers: How do PSTs describe challenging students in their written reflections? Do PSTs draw on students' multiple identities? Findings reveal PSTs are taking up a Discourse prevalent in today's educational environment in which students, particularly ethnically and linguistically diverse students, are discussed in terms of inadequacy. PSTs typically describe students in terms of a single label, rather than as having multiple identities. Implications include that PSTs might enter teaching with a limited view and incomplete understanding of students and that even a teacher-education program aimed at pushing PSTs to question their assumptions about students might be reifying a systemwide Discourse that identifies students based on labels—sometimes deficit-oriented labels—rather than fuller understandings of students. 相似文献
102.
ABSTRACTAdolescent sexual health programs often frame needs assessments using risk-taking, disease, or fertility data, fostering a narrow perspective of sexual health and limiting scopes of related programs. We address the gap between traditional measures and the socioecological lens used by many in the field. Using Washington State as an example, we report methods for developing and mapping an index of sex education needs that integrates social determinants of health (SDH) to reflect the complex, interrelated influences affecting adolescents. The generated index and maps support a holistic approach to assessing inequity, resource allocation gaps, and specific programmatic needs of young people. This case study demonstrates that it is possible and important to align adolescent sexual health measurement strategies with more holistic adolescent sexuality development frameworks. We recommend that public health professionals consider a broader range of data on SDH in their sex education policy and program decision making. 相似文献
103.
Research on memory for time has been limited by the difficulty of disentangling several of the fundamentally different processes that contribute to a chronological sense of the past. This study used a developmental approach to isolate one of these processes, impressions of distances in the past. Large samples of children between 3 and 12 years were asked to judge which was longer ago, their birthday or Christmas (and, in one study, Halloween and Thanksgiving). Even children under 6 years of age were able to discriminate the recency of their birthday and Christmas with great accuracy when the events were widely separated and one was within the past several months. The ability to discriminate recency on these scales appears to be a basic property of human memory that changes little with development. Other information about the locations of the events and their relative times of occurrence could only be interpreted correctly by children older than 9 years. 相似文献
104.
105.
Amanda C. La Guardia Robert J. Cramer Claire N. Bryson Kelly Emelianchik‐Key 《Journal of College Counseling》2020,23(1):57-70
Nonsuicidal self‐injury (NSSI) is a maladaptive coping strategy that is of significant clinical concern for behavioral health professionals in college settings. Relationships between NSSI, acquired capability for suicide, interpersonal cognitions, and five‐factor model personality traits were assessed in a survey‐based study that included 192 young adults in a college setting. Results indicated that those with an affirmative suicide attempt history, greater acquired capability for suicide, and elevated neuroticism had an increased likelihood of lifetime NSSI. 相似文献
106.
Kristin A. Gansle George H. Noell Amanda M. Vanderheyden Natalie J. Slider Leila D. Hoffpauir Ernest L. Whitmarsh Gale M. Naquin 《Psychology in the schools》2004,41(3):291-300
Curriculum‐based measures have been validated for use in evaluating reading, mathematics, and writing skills (Marston, 1989). Despite its common use by school psychologists (Wilson & Reschly, 1996), the relationship between the Woodcock Johnson‐Revised and curriculum‐based measures of writing has not been evaluated. This study investigated the relationship between the Woodcock Johnson‐Revised Writing Samples subtest and alternate curriculum‐based measures of written expression. In addition, the sensitivity of the measures to the effects of a short group writing intervention was assessed. Forty‐five third and fourth graders participated in an intervention that consisted of brainstorming ideas, presenting those ideas on a dry‐erase board, and writing a complete sentence on paper with writing quality feedback before completing a CBM (curriculum‐based measurement) writing passage. Numbers of words written as well as five alternate measures of writing samples were used to assess the effects of the intervention. The intervention had a positive effect on total words written. Total punctuation marks, simple sentences, and words in complete sentences emerged as the best predictors of the Woodcock Johnson‐Revised Writing Samples subtest scores in regression analyses. The implications of the analyses, limitations of the study, and directions for future research are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 291–300, 2004. 相似文献
107.
Karyn Hartz Amanda P. Williford Helma M. Y. Koomen 《Early education and development》2017,28(4):441-456
Research Findings: The present study examined associations between children’s classroom interactions and teachers’ perceptions of teacher–child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher–child relationships in the fall and spring. Children’s (n = 895) positive classroom interactions with teachers, peers, and learning activities and their negative interactions were observed midyear. Children’s positive interactions with teachers and learning activities predicted teachers’ perceptions of more closeness in the spring when we accounted for fall closeness. Children’s negative interactions predicted teachers’ perceptions of more relational conflict in the spring when we accounted for fall conflict. Children’s positive peer interactions did not predict spring closeness or conflict. Implications regarding teachers’ perceptions of teacher–child relationships and children’s independently observed classroom interactions are discussed. Practice or Policy: Findings provide empirical evidence for an aspect of Pianta, Hamre, and Stuhlman’s (2003) conceptual model of teacher–child relationships. Results indicate that children’s classroom interactions may be a factor related to how teachers report on their relationships with children across 1 year of preschool. Findings point to links between a range of children’s positive and negative interactions during typical instruction and teachers’ relationship perceptions. 相似文献
108.
Phillip B. Horton Andrew A. McConney Amanda L. Woods Kevin Barry Homer L. Krout Barbara K. Doyle 《科学教学研究杂志》1993,30(8):857-869
To determine if actual practice was consistent with commonly recommended research methods and procedures, this study examined 130 studies reported over a 5-year period in three volumes of the Journal of Research in Science Teaching (JRST). The results were consistent with similar previous analyses (Shaver & Norton, 1980a, 1980b; Wallen & Fraenkel, 1988a) and indicate that appropriate generalizations beyond the confines of the reported studies may be impossible for most (64%) of the JRST studies surveyed. The findings also show that replication studies, which could be employed to offset deficiencies in generalizability, were not commonly encountered (3%) in these 130 reports. In addition, the study results indicate that many researchers (48%) do not properly restrict their conclusions based on the limits imposed by the accessible populations and samples used; nor do they typically provide possible alternative explanations for the outcomes obtained (76%). These findings prompt the following recommendations: 1. A greater awareness and use of replication as a check on generalizability should be encouraged by the science education community. 2. Clearly defined populations (target and accessible) and fully described samples warrant increased attention as report components from authors, reviewers, and editorial board members of JRST. 3. In light of the difficulties inherent in effecting random selection in educational settings, a greater emphasis should be placed on recognizing the limits that the underlying assumptions of inferential statistics place on research conclusions. The results of this study indicate that the methodological quality of published science education research should remain a concern for both practitioners and readers. 相似文献
109.
Amanda P. Williford Lauren M. Carter Michelle F. Maier Bridget K. Hamre Anne Cash Robert C. Pianta 《Journal of Early Childhood Teacher Education》2017,38(1):102-118
This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher–child interactions. Teacher characteristics were also examined as predictors of course engagement and performance. A sample of 150 preschool teachers participated in a semester-long, credit-bearing, college course designed to improve the quality of their emotional, organizational, and instructional interactions with children. Teachers’ participation and performance in the course were high on average. Teachers’ skill level in accurately and specifically explaining other teachers’ instances of effective teacher–child interactions was related to improvements in their own observed teacher–child interactions. Finally, teachers with an early childhood major and those endorsing child-centered beliefs displayed better skills in detecting other teachers’ high-quality interactions with children. Results are discussed in relation to designing more effective early childhood professional development programs. 相似文献
110.
Amanda A. Villagómez Donald Easton-Brooks Karyn Gomez Tawnya Lubbes Kristin Johnson 《Equity & Excellence in Education》2016,49(1):100-114
ABSTRACTNational population trends demonstrate a shift in the U.S. ethnic population, similar to changes in the ethnic landscape of U.S. public schools. However, the teaching landscape has not adjusted to align with student demographics. Research highlights the academic and social/emotional benefit for students of color who experience having a teacher of color during their education. Therefore, it is valuable to consider frameworks for increasing the number of teachers of color in the educational landscape. Although there are initiatives for supporting these efforts in urban communities, rural communities often are not seen as having much need in this area. The authors of this article present literature and findings on the impact and needs for diversifying teacher education, and then outline a self-study of the Oregon Teacher Pathway (OTP) as a framework that takes into consideration promising practices for recruiting and supporting preservice teachers of color in rural eastern Oregon and other rural and urban communities. 相似文献