全文获取类型
收费全文 | 896篇 |
免费 | 22篇 |
国内免费 | 1篇 |
专业分类
教育 | 734篇 |
科学研究 | 39篇 |
各国文化 | 9篇 |
体育 | 48篇 |
文化理论 | 6篇 |
信息传播 | 83篇 |
出版年
2023年 | 5篇 |
2022年 | 13篇 |
2021年 | 19篇 |
2020年 | 17篇 |
2019年 | 38篇 |
2018年 | 61篇 |
2017年 | 59篇 |
2016年 | 44篇 |
2015年 | 42篇 |
2014年 | 38篇 |
2013年 | 197篇 |
2012年 | 27篇 |
2011年 | 37篇 |
2010年 | 24篇 |
2009年 | 23篇 |
2008年 | 28篇 |
2007年 | 18篇 |
2006年 | 19篇 |
2005年 | 13篇 |
2004年 | 19篇 |
2003年 | 7篇 |
2002年 | 19篇 |
2001年 | 19篇 |
2000年 | 12篇 |
1999年 | 6篇 |
1998年 | 8篇 |
1997年 | 7篇 |
1996年 | 9篇 |
1995年 | 8篇 |
1994年 | 5篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 9篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 5篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1972年 | 2篇 |
1923年 | 2篇 |
1921年 | 2篇 |
1838年 | 1篇 |
排序方式: 共有919条查询结果,搜索用时 15 毫秒
21.
22.
23.
24.
25.
Tanya Anne Serry Anne Castles Fiona K. Mensah Edith L. Bavin Patricia Eadie Angela Pezic 《Australian Journal of Learning Difficulties》2015,20(1):83-102
The paper reports on a study designed to develop a risk model that can best predict single-word spelling in seven-year-old children when they were aged 4 and 5. Test measures, personal characteristics and environmental influences were all considered as variables from a community sample of 971 children. Strong concurrent correlations were found between single-word spelling and single-word reading while expressive language and, to a lesser extent, receptive language were less strongly correlated. Predictors of single-word spelling at ages 4 and 5 were dominated by child-related factors such as letter knowledge, a history of speech impairment and expressive language along with maternal word reading ability. Based on the strength of the predictive factors identified at both age 4 and 5, our results provide initial support for using a targeted model for screening pre-schoolers at risk of not mastering spelling in a timely manner. 相似文献
26.
27.
Sukkyung You Michael Furlong Erika Felix Meagan O'Malley 《Psychology in the schools》2015,52(4):349-362
Social‐emotional health influences youth developmental trajectories and there is growing interest among educators to measure the social‐emotional health of the students they serve. This study replicated the psychometric characteristics of the Social Emotional Health Survey (SEHS) with a diverse sample of high school students (Grades 9–12; N = 14,171), and determined whether the factor structure was invariant across sociocultural and gender groups. A confirmatory factor analysis (CFA) tested the fit of the previously known factor structure, and then structural equation modeling was used to test invariance across sociocultural and gender groups through multigroup CFAs. Results supported the SEHS measurement model, with full invariance of the SEHS higher‐order structure for all five sociocultural groups. There were no moderate effect size or higher group differences on the overall index for sociocultural or gender groups, which lends support to the eventual development of common norms and universal interpretation guidelines. 相似文献
28.
29.
Archer Louise Calabrese Barton Angela M. Dawson Emily Godec Spela Mau Ada Patel Uma 《Cultural Studies of Science Education》2022,17(2):405-438
Cultural Studies of Science Education - While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science,... 相似文献
30.
Samuel Akande Bello Felix Chimeziri Azubuike Olumuyiwa A. Akande 《Higher Education Quarterly》2023,77(3):574-584
The reputation disparity between teaching and research has stirred up an unending debate. The age-long notion that teaching and research overlap has become a controversial issue in academia. Consequences of the institutionalization of Publish OR Perish (POP) abound in the literature. This paper investigates the reputations disparity between teaching and research productivity and the rewards for these academic activities. It explores which, out of teaching activities and research publications receive higher or less attention and rewards. Relevant existing literature was reviewed to establish the institutionalization of POP and its consequences of the reputations disparity between teaching and research and its adverse effects on these activities. Evidence from the literature reviewed reveals the existence of POP reputation disparity as part of its consequences. A key finding is that teaching activities are insignificant and unrewarded as research publications. Neither the effectiveness nor the number of teaching loads counts like the numbers of publications. 相似文献