全文获取类型
收费全文 | 319篇 |
免费 | 7篇 |
专业分类
教育 | 242篇 |
科学研究 | 14篇 |
各国文化 | 3篇 |
体育 | 25篇 |
信息传播 | 42篇 |
出版年
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 5篇 |
2019年 | 13篇 |
2018年 | 21篇 |
2017年 | 9篇 |
2016年 | 11篇 |
2015年 | 12篇 |
2014年 | 14篇 |
2013年 | 99篇 |
2012年 | 5篇 |
2011年 | 8篇 |
2010年 | 5篇 |
2009年 | 4篇 |
2008年 | 6篇 |
2007年 | 8篇 |
2006年 | 6篇 |
2005年 | 4篇 |
2004年 | 6篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2001年 | 4篇 |
2000年 | 4篇 |
1999年 | 6篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1987年 | 5篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1982年 | 1篇 |
1979年 | 1篇 |
1978年 | 4篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 2篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1927年 | 1篇 |
1922年 | 1篇 |
1921年 | 1篇 |
1838年 | 1篇 |
排序方式: 共有326条查询结果,搜索用时 62 毫秒
21.
22.
Bonnie L. Barber Scott G. Paris Margaret Evans Vivian L. Gadsden 《Educational Measurement》1992,11(1):15-20
What are the state and district policies on reporting test results to parents? How well do local districts follow state policies? 相似文献
23.
Criminal justice scholars recognize that skillful, articulate writing is critically important in criminal justice because of the responsibilities those practicing in the field assume. This paper adds to the current discussion and evidence related to improving college and university students’ writing skills. We report findings from an investigation that explores the utility and outcomes associated with using a specific web‐based teaching technology—Criterion Writing Evaluation in a criminal justice writing course. 相似文献
24.
25.
26.
27.
Bonnie Klimes-Dougan Jose A. Lopez Perry Nelson Howard S. Adelman 《The Urban Review》1992,24(3):185-202
An interview and an intervention study are reported. Interview findings extend research on the positive relationship of parent involvement to school success. That is, although most of the low income families reported low-moderate participation, a postive relationship was found between parent involvement and school adjustment as early as kindergarten. With respect to negative valuing and barrier interpretations of low participation, the data support the latter; all but a few parents reported positive attitudes toward school involvement, while the majority indicated significant barriers. In comparing Latino and non-Latino groups, the former reported more barriers. Within the Latino group, parents whose children had made a good school adjustment indicated the most participation. Non-English proficient parents reported more barriers than those proficient in English but comparable degrees of involvement. In the intervention study, a simple strategy resulted in more treatment than control parents attending a school event. Differences in attendance were related to ethnicity and language.This work was carried out in conjunction with a dropout prevention demonstration project conducted as a collaborative effort of the School Mental Health unit (Janelle Munn, Director) and Dropout Prevention unit (Pete Martinez, Director) of the Los Angeles Unified School District and the School Mental Health Project at UCLA (Howard Adelman and Linda Taylor, Co-directors). Partial support for the project came from the U.S. Department of Education. The authors, of course, assume full responsibility for the contents, but we want to take this opportunity to acknowledge the contributions of participating schools and project staff (especially Mary Beth DiCecco and Alison McAlpine). And although she declined author credit, this work could not have been accomplished with the many contributions of Linda Taylor, the project director. We would also like to thank Regina DeWitter, Teresa Gonzales, Kathy Eides and the many other UCLA students who assisted in various phases of the research. 相似文献
28.
The present study investigated the effects of a special interactive dialogic reading method developed by Whitehurst et al. (1988) on deaf and hard-of-hearing children in Hong Kong. Twenty-eight deaf and hard-of-hearing children in kindergarten, first, or second grade were pretested on a receptive vocabulary test and assigned to one of three conditions, dialogic reading, typical reading, and control, with age and degree of hearing loss matched. After an 8-week intervention, the children were re-tested. The dialogic reading group had a significantly greater improvement in vocabulary scores than did the other two groups. Parent-child interactions of high quality and the use of pictorial materials are likely the key successful factors in the program. The educational value of this intervention is discussed. 相似文献
29.
30.
The purpose of this study was to determine whether career aspirations, influences, and motives differ by class standing (freshman, sophomore, junior, and senior). A cross-sectional analysis of surveys completed by 204 criminal justice majors revealed a negative correlation between class standing and student interest in a law enforcement career (i.e. freshman and sophomores showed greater interest in a law enforcement career than juniors and seniors). Further analysis indicated that television and movies had a greater impact on the career aspirations of underclassmen, whereas teachers and professors had a greater impact on the career aspirations of upperclassmen. Motivational factors did not differ by class standing, however: students, regardless of class standing, reported that helping others and the interesting nature of the subject matter were their two strongest motives for seeking a criminal justice career and wearing a uniform and power were the two weakest motives for seeking a criminal justice career. 相似文献