全文获取类型
收费全文 | 999篇 |
免费 | 37篇 |
国内免费 | 1篇 |
专业分类
教育 | 831篇 |
科学研究 | 17篇 |
各国文化 | 12篇 |
体育 | 35篇 |
文化理论 | 3篇 |
信息传播 | 139篇 |
出版年
2024年 | 2篇 |
2023年 | 9篇 |
2022年 | 11篇 |
2021年 | 20篇 |
2020年 | 23篇 |
2019年 | 44篇 |
2018年 | 48篇 |
2017年 | 60篇 |
2016年 | 62篇 |
2015年 | 42篇 |
2014年 | 56篇 |
2013年 | 225篇 |
2012年 | 38篇 |
2011年 | 49篇 |
2010年 | 33篇 |
2009年 | 31篇 |
2008年 | 34篇 |
2007年 | 44篇 |
2006年 | 26篇 |
2005年 | 22篇 |
2004年 | 26篇 |
2003年 | 18篇 |
2002年 | 13篇 |
2001年 | 12篇 |
2000年 | 11篇 |
1999年 | 7篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 7篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 7篇 |
1985年 | 7篇 |
1984年 | 4篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1974年 | 2篇 |
1973年 | 1篇 |
排序方式: 共有1037条查询结果,搜索用时 0 毫秒
91.
美国各级政府与学前儿童的保育和教育 总被引:4,自引:0,他引:4
本文论述了美国联邦政府、州政府和地方政府在学前儿童的保育和教育方面扮演的角色和担负的职责. 相似文献
92.
The purpose of this article is to inform researchers and practitioners about potential challenges in the selection, administration, and interpretation of results of measures of vocabulary assessment when working with deaf and hard-of-hearing children. This article reviews methods that can be used to assess vocabulary of children through the age of 5 years, including naturalistic observation, parent report measures, and standardized vocabulary tests. The authors also describe procedures to assess word-learning processes available to children to facilitate vocabulary acquisition. General cautions regarding the use of assessment tools with deaf and hard-of-hearing children are reviewed, as well as cautions for specific assessment measures. Finally, based on available research, suggestions are offered regarding what each assessment test can tell us about deaf and hard-of-hearing children's vocabulary development. 相似文献
93.
Eng Soo Peck Katherine Yip Lily Wong Amy Farn Larn Tit Loong Frances Lee 《Asia Pacific Journal of Education》1983,5(2):20-42
The Institute of Education is the only institution in Singapore that trains and prepares individuals for the task of teaching. In order to ensure that its products, the teachers, are of a respectable calibre, not only should the training programme be reviewed regularly, but also the method of selecting trainees. 相似文献
94.
95.
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
96.
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
97.
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
98.
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
99.
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
100.
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