全文获取类型
收费全文 | 664篇 |
免费 | 10篇 |
专业分类
教育 | 499篇 |
科学研究 | 27篇 |
各国文化 | 21篇 |
体育 | 56篇 |
信息传播 | 71篇 |
出版年
2022年 | 7篇 |
2021年 | 7篇 |
2020年 | 14篇 |
2019年 | 20篇 |
2018年 | 24篇 |
2017年 | 24篇 |
2016年 | 30篇 |
2015年 | 12篇 |
2014年 | 20篇 |
2013年 | 137篇 |
2012年 | 12篇 |
2011年 | 20篇 |
2010年 | 15篇 |
2009年 | 15篇 |
2008年 | 17篇 |
2007年 | 16篇 |
2006年 | 16篇 |
2005年 | 13篇 |
2004年 | 13篇 |
2003年 | 14篇 |
2002年 | 10篇 |
2001年 | 6篇 |
2000年 | 15篇 |
1999年 | 18篇 |
1998年 | 8篇 |
1997年 | 9篇 |
1996年 | 7篇 |
1995年 | 6篇 |
1994年 | 5篇 |
1993年 | 12篇 |
1992年 | 8篇 |
1991年 | 5篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 9篇 |
1984年 | 6篇 |
1983年 | 4篇 |
1982年 | 7篇 |
1980年 | 7篇 |
1979年 | 6篇 |
1978年 | 5篇 |
1977年 | 8篇 |
1976年 | 6篇 |
1975年 | 5篇 |
1974年 | 3篇 |
1973年 | 4篇 |
1971年 | 4篇 |
1929年 | 3篇 |
排序方式: 共有674条查询结果,搜索用时 15 毫秒
41.
Anna H. Hall Michael D. Toland Jennifer Grisham-Brown Steve Graham 《Early Childhood Education Journal》2014,42(6):423-430
The current study used a pretest–posttest randomized control group design with 73 Head Start students, ages 3–5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3–4 days a week for 13 weeks. Children in the treatment group received a 10–15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected before and after the intervention for both groups. Based on the large frequency of zeros on outcomes, zero-inflated Poisson regression analyses were performed. The results of the study showed that children receiving interactive writing identified more lower case and upper case letters at the end of the study relative to children in the control, but no differences were observed on letter sounds. While continued evaluation of the interactive writing strategy is needed in the preschool setting, the evidence from the current study shows encouraging trends in alphabet knowledge skill development as a result of this strategy. 相似文献
42.
Erin E. Donovan Brittani Crook Laura E. Brown Angie E. Pastorek Camille A. Hall Michael S. Mackert 《Communication monographs》2014,81(2):239-260
Effectively conveying risks and hazards in medical disclosure and informed consent documentation is a crucial type of communication. However, existing protocols typically do not meet the needs of patients or practitioners. In the present study, we advance a reconceptualization of obtaining written informed consent by analyzing it as a process of uncertainty management rather than a matter of document readability and recall. Results of this randomized trial indicated that patients who reviewed a simplified consent document reported greater comprehension of medico-legal terminology and lower uncertainty about the document, although they did not evince greater self-efficacy. Health literacy was a significant moderator of the relationship between consent form version and comprehension. 相似文献
43.
44.
45.
Undergraduate subjects taught identifying traits of animals (fish, reptiles, amphibians, mammals) to a fifth grade student confederate over a microphone. Subjects were randomly assigned to one of four conditions in which they failed (F) or succeeded (S) in teaching five animal comparison problems. The four conditions were (a) F, S, S, S, S; (b) F, F, F, S, S; (c) S, F, F, F, S; and (d) S, S, S, F, S. The teaching sessions were tape recorded and analyzed for Teaching Time, Word Rate, and Voice Amplitude. Analyses revealed increased Teaching Time and decreased Word Rate following failure. Voice Amplitude increased across teaching sessions independent of success or failure. Findings were interpreted as more consonant with frustration-aggression than frustrative nonreward energizing theory. 相似文献
46.
47.
48.
Betsy Bosak Houser 《Contemporary educational psychology》1982,7(2):113-123
The effects of a teacher's classroom utilization of certain means of social influence, i.e., bases of social power (reward, coercive, referent, legitimate, and informational), upon the level of student cheating and attitude of the student toward the teacher are examined. A total of 588 white, middle-class fourth-sixth grade students participated in the study. The findings reveal significant differences in both student cheating and attitude as a function of power base strategy. Coercive power produces both the least cheating and the most favorable attitudes. A significant positive correlation (p < .01) was obtained between the measures of student cheating and attitude for the six treatment groups utilized. Precautions as to the interpretation and possible application of the findings are noted. 相似文献
49.
50.