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121.
Yohanan Eshel Michael Katz Sara Gilat Carlos Nagler 《International Journal of Disability, Development & Education》1994,41(3):185-200
Two studies compared students with a mild learning disability who were enrolled in the Israeli version of self‐contained classes, with comparable peers who were assigned to mainstreamed classes. The first sample comprised 33 pupils in self‐contained and 34 children in mainstreamed elementary school classes. The second sample consisted of 20 high school students in self‐contained and 21 students in regular classes. The data did not support the contention that student growth was fostered more readily in the self‐contained classes. Students of these classes tended to have somewhat higher academic self‐concept, whereas their academic attainment was generally similar to the academic performance of mainstreamed students. Results were discussed in terms of learning opportunities extended to students in the self‐contained classroom. 相似文献
122.
Young children may experience stress from changes in their lives. These changes may be developmental, critical, or catastrophic.
Early childhood educators need to establish partnerships with parents to help families cope with all three types of changes.
Teachers can facilitate children's emotional expressions, build understanding through the use of dramatic play, provide a
stable routine, monitor post-traumatic play, and discuss events that affect individual children, the entire class, or the
community. Teachers can also serve as a resource to families by providing books for parents and children, and building a referal
file of agencies and helping professionals. 相似文献
123.
Children who are poor readers have difficulty naming pictured objects. Their naming difficulty could be a result of inadequate representations of the phonology of words, inadequate processing of those representations, or both. In this study, third-grade good and poor readers were tested on object naming, and, in cases of naming failure, forced-choice recognition tasks were used to probe their knowledge of the phonology of the object names. The two reading groups showed no differences in their ability to select the initial phonemes or rhymes of object names they had not produced spontaneously. Moreover, initial phoneme prompts were helpful for both reading groups. The children differed, however, in their ability to produce words after being given rhyme information. The results indicated that, except in the ability to manipulate explicitly phonological information, the poor readers; performance was qualitatively similar to that of the good readers. It is suggested that training in phonological analysis may help poor readers overcome the deficiencies in establishing and processing phonological representations that lead to their quantitative deficit in object naming. 相似文献
124.
Avi Katz Orlow 《Journal of Jewish Education》2019,85(4):388-397
ABSTRACTThis article argues that contemporary resources drawing from 19th-century Mussar wisdom and Positive Psychology in the context of Jewish camp are a great vehicle for communicating our virtues and teaching “21st Century Innovation and Learning Skills.” Based on practitioner research, this article draws on over a decade of working with Jewish camps across North America. Several common areas are identified: discernment of priority virtues, understanding the relationship between values and virtues, a common language, importance of developing resources, and cultivating communities of trust. 相似文献
125.
2 experiments were conducted to examine 7-month-old infants' perception of the facial expressions happy and fear. Using a paired-comparison procedure, infants in the first experiment were able to generalize their discrimination of these 2 expressions across the faces of 4 male and female models if they were first presented with the set of happy faces, but not if they were first presented with the set of fear faces. A second experiment was conducted to examine the source of the stimulus presentation order effect. Here a second group of 7-month-old infants was presented with a single male or female face posing both the happy and fear expressions simultaneously. The results revealed significantly longer looking to the fear face. This preference to look at fear faces is discussed, as are its implications for studies of expression recognition in general. 相似文献
126.
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128.
Although structural equation modeling (SEM) is one of the most comprehensive and flexible approaches to data analysis currently available, it is nonetheless prone to researcher misuse and misconceptions. This article offers a brief overview of the unique capabilities of SEM and discusses common sources of user error in drawing conclusions from these analyses. We make recommendations to guide proper analytical practices and appropriate inferences and provide references for more advanced study. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 461–470, 2007. 相似文献
129.
This article addresses the controversy regarding the value of offering choices as a teaching practice. Inconsistent of results
regarding the effects of choice in various settings suggest that choice can be either motivating or de-motivating. Based on
the self-determination theory of motivation (Deci & Ryan, 2000), we propose that choice can be motivating when the options meet the students’ need for autonomy, competence, and relatedness.
For example, choice is motivating when the options are relevant to the students’ interests and goals (autonomy support), are
not too numerous or complex (competence support), and are congruent with the values of the students’ culture (relatedness
support). Given the many factors involved, it is not surprising that in some studies choice was not found to promote engagement.
However, when choice was offered in a way that met the needs of the students, it was found to enhance motivation, learning,
and well-being. 相似文献
130.
Part-time workers have become a visible and noticeably larger component of the labor force in recent years. From an economic perspective, relative compensation changes may be a major factor determining the growth of the part-time sector. Yet, surprisingly little has been done to explore the effects of these changes on the relative rates of growth in part- and full-time labor markets. In part, this is because of the difficulty in obtaining data on the compensation paid to part-timers. In this paper, we suggest a methodology for deriving such data through statistical estimation and use survey data of over 2,100 institutions of higher education, conducted by the American Association of University Professors. 相似文献