全文获取类型
收费全文 | 1217篇 |
免费 | 39篇 |
国内免费 | 1篇 |
专业分类
教育 | 984篇 |
科学研究 | 38篇 |
各国文化 | 13篇 |
体育 | 57篇 |
文化理论 | 3篇 |
信息传播 | 162篇 |
出版年
2024年 | 3篇 |
2023年 | 10篇 |
2022年 | 12篇 |
2021年 | 22篇 |
2020年 | 24篇 |
2019年 | 57篇 |
2018年 | 60篇 |
2017年 | 75篇 |
2016年 | 72篇 |
2015年 | 47篇 |
2014年 | 61篇 |
2013年 | 282篇 |
2012年 | 43篇 |
2011年 | 50篇 |
2010年 | 39篇 |
2009年 | 37篇 |
2008年 | 39篇 |
2007年 | 48篇 |
2006年 | 31篇 |
2005年 | 24篇 |
2004年 | 29篇 |
2003年 | 20篇 |
2002年 | 16篇 |
2001年 | 18篇 |
2000年 | 13篇 |
1999年 | 13篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 8篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 6篇 |
1992年 | 3篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1987年 | 2篇 |
1986年 | 5篇 |
1985年 | 9篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 4篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1971年 | 3篇 |
1970年 | 2篇 |
排序方式: 共有1257条查询结果,搜索用时 0 毫秒
111.
This article contributes to the investigation of refugee and immigrant education. As one part of a comprehensive qualitative study, it showcases the school experiences of three students: Quincy, a refugee from Afghanistan who came to the United States at age thirteen; Emily, an immigrant from Poland who arrived at age six; and Maung, a political refugee from Burma who arrived at age eighteen. The school experiences of these students mirror those of many children who come from countries and communities outside the dominant culture of the United States.The framework of investigation is based on the notion that school life for minority children, in this case, refugee and immigrant students, can be examined from a critical and political perspective; that is, contextualized socially, economically, and politically (Apple, 1990). Students who are not grounded in the mainstream culture struggle to get along in school settings that are institutionalized according to the moral, social, and cultural dimensions of society. Critical theorists contend that student voice can become an organizing force to negotiate and construct multiple interpretations of school life within the reality of institutionalized ways of being in school. In this study, a focus on finding and developing student voice offers the possibility of passages between private and public (Miller, 1990) to permit the sharing and envisioning of multiple interpretations of school life for students and for those with whom they interact with in school settings. 相似文献
112.
This paper attempts to build a bridge between the fields of Computer Supported Cooperative Work and learning in online communities.
A framework for group interactions is presented contrasting creative interactions such as collaboration with other but still
valuable interaction types. Evaluative tools are proposed capable of identifying particular learning processes associated
with various interactive activities. Each field has independently developed notions of inertia in the behaviour of users of
these technologies. The notion of media stickiness is examined and related to that of imprinting in learning communities.
However, dynamic and creative tracks can also be discerned and the argument is made that true collaboration requires attention
to learning processes. Various suggestions are made of value to both fields and further research identified. 相似文献
113.
Gillon Gail McNeill Brigid Scott Amy Denston Amanda Wilson Leanne Carson Karyn Macfarlane Angus Hikairo 《Reading and writing》2019,32(8):1989-2012
Reading and Writing - This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age... 相似文献
114.
Geoffrey Barnes Dennis M McInerney Herbert W Marsh 《The Australian Educational Researcher》2005,32(2):1-23
In many countries there remain substantial sex differences in enrolments in elective science courses, despite concerted efforts in recent years to alleviate them. This paper explores the reasons for these differences by comparing models of male and female enrolment intentions in elective courses in biology, chemistry and physics. The models are based on responses from approximately 450 students from 5 Australian high schools. First, a theoretical model, the Science Enrolment Model, was derived from Eccles and colleagues’ General Model of Academic Choice. Students’ responses were then used to develop empirical models of enrolment intentions in the three elective courses. Analyses for the models were conducted using the LISREL “mean structures” extension. Sex differences in the dependent variables in the models were then attributed to the relevant sets of independent variables. Substantial sex differences were identified in measures of perceived career value, interest and performance expectations in all three models which explained between 70% and 82% of the sex differences in enrolment intentions. 相似文献
115.
Amy Susman-Stillman Michelle M. Englund Karen J. Storm Ann E. Bailey 《Journal of Education for Students Placed at Risk》2018,23(1-2):170-186
ABSTRACTPreschool attendance problems negatively impact children's school readiness skills and future school attendance. Parents are critical to preschoolers’ attendance. This study explored parental barriers and solutions to preschool attendance in low-income families. School-district administrative data from a racially/ethnically diverse sample of parents with children attending the district's half-day preschool program were obtained (N = 111). Subsamples of parents participated in a phone interview and follow-up, in-person interview. Parents valued early learning and preschool. Children missed school due to illness, problems with child care, transportation, and family life. Differences in attendance rates appeared by school, family demographics, and race/ethnicity. African-Americans and Hispanics experienced more barriers than Whites and Asians, and were more likely to miss school because of illness and medical appointments. Hispanics were more likely to miss for vacation. Parents noted a lack of social connection with other parents in the school/neighborhood, making seeking help to resolve attendance barriers difficult. 相似文献
116.
Black and White students who enrolled in college by age 20 were selected from a national probability sample, in order to estimate the prevalence of having children and the effect of having a child on probability of graduation with a bachelors degree. Black students reported significantly higher rates of having children than White students, but rates for Black students at historically Black universities were similar to those of Black students at predominantly White universities. After controlling for family background, achievement, and other student characteristics, having a child within 5 years of starting college generally reduced the probability of graduating with a bachelors degree for Black women and White women and men. The independent effect of attending a historically Black college was significantly positive for Black women but not statistically significant for Black men. 相似文献
117.
AbstractSoft skills such as grit, self-control, and self-confidence have been shown to predict outcomes in school and in life. As such, their valid and reliable measurement is of substantial interest in educational research and policy circles. However, the vast majority of this research originates in Western countries; relatively little is known regarding the measurement of soft skills in developing country contexts and whether similar types of instruments can provide evidence of these skills. This paper presents a novel means of assessing grit, self-control, and self-confidence in rural Tanzania: through the use of scenario-based self-report questionnaires. Survey instruments were administered in three regions in Tanzania to 961 Standard 2 pupils. We found that scenario-based items provided valid and, in most cases, reliable estimates of the three tested soft skills. When comparing self-reported soft skills and reading ability, we found that both grit and self-control were significant predictors of reading and mathematics performance. After controlling for sex, region, and age, grit was found to have a stronger association with reading performance than socioeconomic status. 相似文献
118.
Teacher–Child Interactions in Early Head Start Classrooms: Associations With Teacher Characteristics
Sherri Castle Amy C. Williamson Emisha Young Jessica Stubblefield Deborah Laurin Nicole Pearce 《Early education and development》2016,27(2):259-274
ABSTRACTResearch Findings: The current study examined characteristics of 71 Early Head Start lead teachers in relation to classroom interactions with infants and toddlers. Measured teacher characteristics included education, years of experience, beliefs about child rearing, depressive symptoms, and the temperamental characteristics of positivity and frustration. Teacher–child interactions were measured using the Classroom Assessment Scoring System, Toddler Version (La Paro, Hamre, & Pianta, 2012). Results indicated that field of degree was directly associated with the majority of dimensions of teacher–child interactions. Examination of teachers’ years of experience and intrapersonal characteristics revealed a number of significant interactions, indicating that teacher experience and appropriate beliefs may serve as protective factors in the presence of psychosocial risk factors. Practice or Policy: Overall, our findings suggest that both early childhood education degrees and years of experience are directly or indirectly associated with multiple dimensions of teacher–child interactions, confirming that these patterns established for preschool teachers hold for teachers of infants and toddlers. These results also suggest that years of experience and progressive beliefs about children may be especially important for teachers who are depressed or who have low levels of positivity and high levels of frustration. Implications for future research, as well as preservice and in-service professional development, are discussed. 相似文献
119.