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921.
This study evaluated the effects of abuse potential in parents on subsequent coping competence domains in their children, using a model empirically supported in a high-risk community sample by Moreland and Dumas (2007). Data from an ethnically diverse sample of 579 parents enrolled in the PACE (Parenting Our Children to Excellence) program was used to evaluate whether parental child abuse potential assessed at pre-intervention negatively contributed to child affective, achievement, and social coping competence in preschoolers one year later, and whether these associations were moderated by sex or ethnicity. Cross-sectional results indicated that parental child abuse potential was negatively related to child affective and achievement coping competence, after accounting for variance associated with child behavior problems. However, child abuse potential was not predictive of subsequent coping competence in any domain after controlling for previous levels of child coping competence. No moderating effects were found for sex and ethnicity, but results showed main effects of sex and ethnicity in cross-sectional analyses. Clinical implications and future directions are discussed. 相似文献
922.
Chris Michael Kirk Rhonda K. Lewis Angela Scott Denise Wren Corinne Nilsen Deltha Q. Colvin 《Educational studies》2012,38(5):507-519
Over the past three decades, more and more students are expressing a desire to attend college, yet for many members of disenfranchised groups, this goal is often not attained. While many factors contribute to these disparities, research has shown that students begin adjusting their expectations (what they think they can achieve) for the future in relation to their idealised aspirations (what they would like to achieve). The current study explores this gap among 207 eighth grade students from two urban middle schools. Using the School Attitude Assessment Survey-Revised, three factors were found to predict expectations which matched student aspirations. These factors were academic motivation and self-regulating behaviours, academic self-perception and attitudes towards teachers. Implications for educational interventions and school reform are discussed. 相似文献
923.
McHugh Luisa Kelly Angela M. Fisher Jacqueline Horan David Burghardt M. 《Research in Science Education》2021,51(2):301-323
Research in Science Education - This study evaluated the effectiveness of the Mathematics Infusion into Science Project (MiSP), which integrated science and mathematics in an engaging middle school... 相似文献
924.
925.
Dispositions Toward Families and Family Involvement: Supporting Preservice Teacher Development 总被引:1,自引:0,他引:1
This article highlights the importance of nurturing preservice teachers as they develop the dispositions essential to establish
empowering relationships with children’s families. The authors identify and describe several key dispositions necessary for
working with families and offer suggestions for ways that these elements might be integrated into early childhood teacher
preparation programs. 相似文献
926.
Angela K. Salmon 《Early Childhood Education Journal》2008,35(5):457-461
Conscious of the interplay between nature and nurture in determining a child’s individuality and success in life, the author
embarked a group of teachers in an action research project towards nurturing a culture of thinking in young children. Considering
the positive effects of routines in early learning experiences, the research consisted in implementing thinking routines to
engage young children’s minds in thinking activities. The study took place in two Reggio-inspired schools where participating
teachers documented children’s work as part of their teaching. The documentation was a key element to make children’s thinking
visible as they installed the culture and language of thinking in their classrooms. The study found that thinking routines
build up positive attitudes about thinking and learning. By re-visiting their documented work children developed metacognitive
and critical thinking skills which make them more alert to situations that call for thinking. 相似文献
927.
ABSTRACT— Teaching others effectively may rely on knowledge about the mind as well as self-control processes. The goal of this investigation was to explore the role of theory of mind (ToM) and executive function (EF) in children's developing teaching skills. Children 3.5–5.5 years of age ( N = 82) were asked to teach a confederate learner how to play a board game and were administered multitask batteries of ToM and EF with mental age, sex, and memory capacity as controls. There was a developmental increase in children's teaching skills (e.g., older children taught longer, explained more rules, and used more strategies when teaching). Examined separately, both ToM and EF explained unique variance in teaching skills over and above controls. Taken together, EF was a significant predictor of teaching efficacy over and above ToM and controls, whereas the same did not hold true for ToM. These results suggest that ToM may be a necessary prerequisite for teaching to occur; however, EF skills appear to play a vital role in children's teaching efficacy. 相似文献
928.
Angela R. Bazzi Cristina Mogro-Wilson Nalini Junko Negi Jennifer M. Reingle Gonzalez Miguel Ángel Cano Yessenia Castro 《Mentoring & Tutoring: Partnership in Learning》2017,25(2):151-165
Hispanics are disproportionately affected by substance use and related health harms yet remain underrepresented across scientific disciplines focused on researching and addressing these issues. An interdisciplinary network of scientists committed to fostering the development of social and biomedical researchers focused on Hispanic substance use and health disparities developed innovative mentoring and career development activities. We conducted a formative evaluation study using anonymous membership and conference feedback data to describe specific mentoring and career development activities developed within the national network. Successful mentoring initiatives and career development activities were infused with cultural and community values supportive of professional integration and persistence. Mentoring initially occurred within an annual national conference and was then sustained throughout the year through formal training programs and informal mentoring networks. Although rigorous evaluation is needed to determine the success of these strategies in fostering long-term career development among scientists conducting Hispanic health and substance use research, this innovative model may hold promise for other groups committed to promoting career development and professional integration and persistence for minority (and non-minority) scientists committed to addressing health disparities. 相似文献
929.
Angela?C.?JonesEmail author Liane?Wardlow Steven?C.?Pan Cristina?Zepeda Gail?D.?Heyman John?Dunlosky Timothy?C.?Rickard 《Educational Psychology Review》2016,28(2):385-400
In three experiments, we compared the effectiveness of rainbow writing and retrieval practice, two common methods of spelling instruction. In experiment 1 (n?=?14), second graders completed 2 days of spelling practice, followed by spelling tests 1 day and 5 weeks later. A repeated measures analysis of variance demonstrated that spelling accuracy for words trained with retrieval practice was higher than for words trained with rainbow writing on both tests (η p 2 ?=?.49). In experiments 2 (second graders, n?=?16) and 3 (first graders, n?=?12), students completed 2 days of spelling practice followed by a spelling test 1 day later. Results replicated experiment 1; spelling accuracy was higher for words trained with retrieval practice compared with rainbow writing (η p 2 ?=?.42 and .64, respectively). Furthermore, students endorsed both liking and learning from retrieval practice at least as much as (and sometimes more than) rainbow writing. Results demonstrate that retrieval practice is a more useful (and as engaging) training method than is rainbow writing and extend the well-established testing effect to beginning spellers. 相似文献
930.
This study sought to gain insight into how Ontario teachers define play-based learning, and how their perspectives affect its implementation in kindergarten classrooms. Using survey data from kindergarten teachers from around the province of Ontario, two definitions of play were developed: one focused on social development through play and the other on academic and social development in play. Results revealed inconsistencies in participants’ definitions and implementations of play-based learning in kindergarten classrooms. Several participants described the enactment of play that was entirely separate from learning, yet still indicated some belief in the ability to learn through play. While all participants described positive perspectives of play-based learning, more than half described the implementation of kindergarten programmes that did not fully integrate play-based learning as it is described in the Ontario curriculum. Participants were also asked to identify challenges they experienced in their implementation of play-based pedagogy. Participants in all enactment groups indicated experiencing challenges to their play implementation. These results support the need for a clear and consistent definition of play-based learning that will help determine how best to integrate play and the learning of academic skills. 相似文献