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Barbara B. Javore 《Religious education (Chicago, Ill.)》2013,108(4):409-419
Terezin, the gateway to Auschwitz, a town commandeered by the Nazis to serve as a “model” relocation camp to demonstrate the Third Reich's generosity and kindness toward the Jews, was an elaborate hoax. In an environment where truth was twisted beyond recognition, artists, writers, actors, and musicians used their work to revive the spirits of the condemned and to leave a legacy of truth in the face of an insidious lie. The arts became the foundation for a “curriculum” that shaped the lives of the inmates surviving in hell. 相似文献
994.
Barbara L. McCombs 《教育心理学家》2013,48(4):199-218
Continuing intrinsic motivation to learn is the result of actively generating and implementing a variety of metacognitive, cognitive, and affective processes and skills. An understanding of these processes, skills, and their interrelationships forms a basis for the design of an effective motivational skills training program. This article advances a generative process model of continuing motivation in which the central role of perceived self‐efficacy and personal control are explicated. Support for this model from current theories of learning and motivation is presented, along with implications for specific skills training interventions. It is argued that the functional purpose of motivational skills training is to promote perceptions of self‐efficacy and personal control that underlie the ability to take positive self‐control and change negative attitudes and orientations toward learning. For students with motivational deficiencies, this training is a necessary precursor to their active engagement in the learning process and execution of appropriate learning strategies and skills. 相似文献
995.
Barbara L. Seidl Gumiko Monobe Matthew D. Conley Lisandra Pedraza Burgos Herminia Janet Rivera Chiharu H. Uchida 《Teaching Education》2013,24(3):294-309
The purpose of this paper is to explore the theoretical structure of what we call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within our own work in an Early Childhood Education Masters in Education program and our commitments to preparing teachers to support diverse populations of children. Three different multicultural apprenticeships are used to provide concrete examples of the characteristics of this approach to preparing teachers for diverse classrooms. 相似文献
996.
Rosalind Charlesworth Barbara B. DeBoer 《Journal of Early Childhood Teacher Education》2013,34(2):149-154
An evaluation of the impact of training on caregiver responsiveness was conducted to examine changes in caregiver behavior. Six infant and toddler child care caregivers were observed prior to and following a 6-hour statewide training, based on the Right from Birth series (Ramey &; Ramey, 1999). This training focused on caregiver responsiveness to infants and toddlers that was measured using a multiple baseline design. Observers examined both positive and negative caregiver behaviors that were categorized as either active or passive. Following the training, an increase in positive caregiver behaviors and a decrease in negative caregiver behaviors were observed. These results support the importance of training programs and the requirements of regulations for training of child care providers. 相似文献
997.
Barbara M. Kehm 《Tertiary Education and Management》2013,19(4):369-382
Abstract In the framework of their first SOCRATES/ERASMUS applications in 1996, institutions of higher education in Europe were asked to formulate and submit a European Policy Statement (EPS) expressing the managerial and strategic thrust of their European goals and activities for which they wanted to receive support. As this was a new exercise for many institutions, especially from countries in which mission statements are not the rule, the resulting EPSs often contained a number of inconsistencies with regard to institutional strategies and policies and with regard to the relationship between institutional and European goals and policies. The contribution discusses typical problems of the strategic management of internationalisation processes at higher education institutions by presenting results of an analysis of these EPSs. It also draws some conclusions regarding implications for future developments in the context of institutional management of change and the concept of the learning organisation. 相似文献
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999.
Renato Donfrancesco Roberto Iozzino Barbara Caruso Laura Ferrante Daniele Mugnaini Alessandra Talamo Silvia Miano Andrea Dimitri Gabriele Masi 《Annals of dyslexia》2010,60(2):175-182
Different moderators/mediators of risk are involved in developmental dyslexia (DD), but data are inconsistent. We explored
the prevalence of season of birth and its association with gender and age of school entry in an Italian sample of dyslexic
children compared to an Italian normal control group. The clinical sample included 498 children (345 boys, mean age 10.3 ± 2.1 years)
with DD, the control sample 1,276 children (658 boys, mean age 10.8 ± 2.2 years) from four elementary schools from the same
urban area, and with the same socio-economic status level. A prevalence of birth in autumn was found among children with DD
compared to controls (34% versus 24%, p < 0.0001). Children with DD were more frequently males (p < 0.0001) and had a lower mean age of school entry (p < 0.0001). Regarding the distribution of ages, 11.4% of children with DD, but none of the subjects in the control group,
started school before 5.7 years. Therefore, greater risk of DD was related to age of school entry (OR = 2.72), gender (OR = 2.16),
and season of birth (OR = 1.21). Significant interactions between boys with DD born in autumn, and correct school of entry
(OR = 2.56) were joint predictors of higher risk of DD. The association between birth in autumn and DD may be explained by
the earlier age of school entry, which may be a critical element in the youngest children with DD or at risk to DD. Whether
Italian school policy is oriented to anticipate the school entry, a closer detection of early learning disorders and associated
risk factors (familial load, specific language disorders, and attention deficit hyperactivity disorder) should be warranted. 相似文献
1000.
Julie Shattuck Tony Hawkins Gregory Coldren Kelly Trigger Barbara Angleberger Nancy Dankanich 《Community College Journal of Research & Practice》2018,42(1):4-19
This article reports on a design-based research project that is situated in a medium-size community college in Maryland. The project focused on exploring why the majority of full-time faculty was ranked as Assistant Professor or below, which did not reflect ranking at similar institutions. Under the leadership of the Provost, a task force analyzed the problem before designing a solution. The analysis phase of the project involved data collection and analysis through a faculty survey, a literature review, and a scan of other community colleges’ promotion practices. The design phase used the findings from the analysis stage to redesign the promotion system and construct evaluation and promotion tools. The article gives insight into how the interests of diverse stakeholders can be taken into account when creating accessible, alternative pathways to promotion for faculty while also supporting the institution’s mission and goals. For other community colleges looking at faculty promotion and evaluation, the results of this project highlight the importance of surveying faculty’s experiences with the existing system; learning from best practices at other institutions; including the participation of the faculty and administrators in the redesign process; and allowing for ample time to thoroughly explore the situation from many angles before coming to consensus. Although limited to a particular context, this study may be of interest to both community college faculty and leadership. 相似文献