全文获取类型
收费全文 | 5196篇 |
免费 | 87篇 |
国内免费 | 7篇 |
专业分类
教育 | 3870篇 |
科学研究 | 309篇 |
各国文化 | 58篇 |
体育 | 646篇 |
综合类 | 6篇 |
文化理论 | 111篇 |
信息传播 | 290篇 |
出版年
2023年 | 48篇 |
2022年 | 82篇 |
2021年 | 135篇 |
2020年 | 200篇 |
2019年 | 301篇 |
2018年 | 395篇 |
2017年 | 387篇 |
2016年 | 311篇 |
2015年 | 213篇 |
2014年 | 228篇 |
2013年 | 1108篇 |
2012年 | 257篇 |
2011年 | 160篇 |
2010年 | 137篇 |
2009年 | 131篇 |
2008年 | 121篇 |
2007年 | 97篇 |
2006年 | 93篇 |
2005年 | 83篇 |
2004年 | 69篇 |
2003年 | 69篇 |
2002年 | 69篇 |
2001年 | 42篇 |
2000年 | 38篇 |
1999年 | 31篇 |
1998年 | 32篇 |
1997年 | 24篇 |
1996年 | 37篇 |
1995年 | 30篇 |
1994年 | 30篇 |
1993年 | 26篇 |
1992年 | 20篇 |
1991年 | 26篇 |
1990年 | 25篇 |
1989年 | 24篇 |
1988年 | 25篇 |
1987年 | 15篇 |
1986年 | 7篇 |
1984年 | 9篇 |
1983年 | 8篇 |
1982年 | 11篇 |
1981年 | 9篇 |
1980年 | 9篇 |
1979年 | 11篇 |
1978年 | 10篇 |
1977年 | 8篇 |
1976年 | 8篇 |
1975年 | 10篇 |
1974年 | 7篇 |
1973年 | 6篇 |
排序方式: 共有5290条查询结果,搜索用时 15 毫秒
81.
Catholic schools have become a popular choice for many low income families Latino/a families. Families enrollment in these schools are often faced with the mandate to participate. However, regardless of the mandate, some schools often experience low parental participation. The purpose of this study is to document the experiences of low income, Latino/a families around parental involvement in hopes of understanding the reasoning for participating (or not) in their child’s school. The researchers conclude that families do not participate for a number of reasons including lack of opportunities, and an unwelcoming environment. The implications for Latina/o urban education are discussed. 相似文献
82.
83.
84.
This paper gives background information on early childhood services in Ireland and presents the results of a survey of the preschool experiences of 1065 children. The results of the survey suggest that the majority of children experienced some form of early childhood service before starting school. The most common service was a playgroup although a significant proportion of the children had experienced home‐based care with a relative or family day care provider. The implications of the findings for the development of a policy on early childhood services are discussed. 相似文献
85.
Joaquín Martínez-Torregrosa Rafael López-Gay Albert Gras-Martí 《Science & Education》2006,15(5):447-462
Despite its frequent use, there is little understanding of the concept of differential among upper high school and undergraduate
students of physics. As a first step to identify the origin of this situation and to revert it, we have done a historic and
epistemological study aimed at clarifying the role and the meaning of the differential in physics and at improving curricular
and teaching models in the sense of Gilbert et al. (Gilbert J.K., Boulter C., & Rutherford, M.: 1998a, International Journal of Science Education 20(1), 83–97, Gilbert J.K., Boulter C., & Rutherford, M.: 1998b, International Journal of Science Education 20(2), 187–203). We describe the contributions of Leibniz and Cauchy and stress their shortcomings, which are overcome by the
alternative definition proposed by the French mathematician Fréchet, dating from early 20th century. As a result of this study,
we answer to some fundamental questions related to a proper understanding of the differential in physics education (for 17–19 years
old students). 相似文献
86.
87.
Research Findings: Children’s ability to tell stories and to understand the stories of others typically emerges in early childhood, supported by primary caregivers and educators. This article reviews instruction designed to foster children’s narrative skills in preschool and kindergarten settings and examines the effects using meta-analysis. The review covers more than 3 decades (1980–2013) of experimental research (k = 15 studies, 28 effects). The findings showed that verbal scaffolding, alone or in combination with other strategies, was the predominant teaching approach. The meta-analysis revealed average effects (weighted for sample size) for narrative expression (.50) and a slightly larger effect for comprehension (.58). These effects were unrelated to the duration of instruction. However, when verbal strategies were combined with nonverbal ones, such as engaging children in enacting stories or in telling stories with props, the effects for expression increased (i.e., children’s storytelling improved more from pretest to posttest). Practice or Policy: The review indicates promising strategies for supporting narrative skills. Furthermore, the studies identified can serve as a resource for practitioners by suggesting diverse kinds of verbal scaffolds, complementary nonverbal approaches, and storybooks that have been used effectively to foster narrative competencies among young children. 相似文献
88.
Casimér R. Wichlacz John M. Lane C.Henry Kempe Casimer R. Wichlacz 《Child abuse & neglect》1978,2(1):29-35
The purpose of this study is threefold: first, to describe the characteristics of child abuse and neglect on a major Indian reservation; second, to examine the impact of a community team approach to child abuse and neglect as measured by the incidence of reported abuse and neglect and admissions for emergency foster care; and third, to make recommendations for actions to close the gaps in child welfare services to Indian children living on reservations. 相似文献
89.
Very few studies have examined issues of work-life balance among faculty of different racial/ethnic backgrounds. Utilizing data from Harvard University’s Collaborative on Academic Careers in Higher Education project, this study examined predictors of work-life balance for 2953 faculty members from 69 institutions. The final sample consisted of 1059 (36%) Asian American faculty, 512 (17%) African American faculty, 359 (12%) Latina/o faculty, and 1023 (35%) White/Caucasian faculty. There were 1184 (40%) women faculty and 1769 (60%) men faculty. The predictors of worklife balance included faculty characteristics, departmental/institutional characteristics and support, and faculty satisfaction with work. While African American women faculty reported less work-life balance than African American men, the reverse was true for Latina/o faculty. In addition, White faculty who were single with no children were significantly less likely to report having work-life balance than their married counterparts with children. Faculty rank was a significant positive predictor of work-life balance for all faculty. Notably, the findings highlight the importance of department and institutional support for making personal/family obligations and an academic career compatible. Institutional support for making personal/family obligations and an academic career compatible was consistently the strongest positive predictor of perceived work-life balance for all faculty. In addition, satisfaction with time spent on research had positive associations with work-life balance for all faculty, highlighting how faculty from all racial/ethnic backgrounds value being able to spend enough time on their own research. 相似文献
90.
Manon Théorêt Roseline Garon Mohamed Hrimech Anylène Carpentier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,68(1):575-598
AN EXPLORATION OF THE EDUCATIONAL RESILIENCE OF TEACHING STAFF – This study focuses on the degree of resilience displayed
by teaching staff with the aim of promoting their professional development and preventing job-related exhaustion. Seven underprivileged
schools in Montreal were selected, and 24 teaching staff with contrasting personal profiles were interviewed on the subject
of their work. The Alceste software was used to analyse the conversations, which revolved around techniques applied when dealing
with critical incidents. The main analysis identified five different discourses among the respondents. Three of these were
associated with the more resilient of the teachers and two were associated with the more vulnerable ones. Resilient teaching
staff characteristically discussed dealing with aggressive behaviour, the teaching-learning relationship and the subject of
social relationships, whereas vulnerable teaching staff focused on work beyond the classroom, people in positions of higher
authority and the community. The authors note that teachers who are just embarking on their careers appear more vulnerable
than more experienced teaching staff, which suggests that more resources should be provided to support teachers in their profession. 相似文献