全文获取类型
收费全文 | 1261篇 |
免费 | 19篇 |
国内免费 | 1篇 |
专业分类
教育 | 1050篇 |
科学研究 | 13篇 |
各国文化 | 13篇 |
体育 | 31篇 |
文化理论 | 8篇 |
信息传播 | 166篇 |
出版年
2023年 | 5篇 |
2022年 | 3篇 |
2021年 | 7篇 |
2020年 | 12篇 |
2019年 | 20篇 |
2018年 | 33篇 |
2017年 | 37篇 |
2016年 | 37篇 |
2015年 | 28篇 |
2014年 | 43篇 |
2013年 | 292篇 |
2012年 | 45篇 |
2011年 | 45篇 |
2010年 | 31篇 |
2009年 | 32篇 |
2008年 | 31篇 |
2007年 | 33篇 |
2006年 | 32篇 |
2005年 | 32篇 |
2004年 | 40篇 |
2003年 | 33篇 |
2002年 | 34篇 |
2001年 | 38篇 |
2000年 | 26篇 |
1999年 | 18篇 |
1998年 | 13篇 |
1997年 | 10篇 |
1996年 | 7篇 |
1995年 | 18篇 |
1994年 | 26篇 |
1993年 | 19篇 |
1992年 | 10篇 |
1991年 | 13篇 |
1990年 | 22篇 |
1989年 | 10篇 |
1988年 | 11篇 |
1987年 | 16篇 |
1986年 | 12篇 |
1985年 | 10篇 |
1984年 | 8篇 |
1983年 | 11篇 |
1982年 | 7篇 |
1981年 | 11篇 |
1980年 | 10篇 |
1979年 | 11篇 |
1978年 | 10篇 |
1977年 | 9篇 |
1976年 | 7篇 |
1975年 | 4篇 |
1974年 | 3篇 |
排序方式: 共有1281条查询结果,搜索用时 515 毫秒
891.
This article considers the relationship between policy and practice in the early childhood mathematics curriculum for reception-class (RC) children of five years in England. It explores what the policy requires RC teachers to do in terms of curriculum implementation; what RC teachers’ views and understanding of the early childhood mathematics curriculum are; how RC teachers implement early years mathematics policy; and how RC children respond. A case study design included interviews with elite participants who influenced the policy-making process, survey of RC teachers and a detailed investigation of RC classes on three school sites. As elite interviews underlined, international comparison studies have had an important influence on early childhood mathematics policies by creating top-down pressure for standards. Elites and practitioners drew attention to a tension between a play-based pedagogy and a standards agenda. Tensions in policy text were reflected in mixed and ambivalent views and reported practices by elites and practitioners. RC teachers did not merely receive and implement policy expectations but brought their own values and understandings to practice. The study reveals interplay between local and global influences in a context of changing views of early childhood, early learning and early years pedagogy. 相似文献
892.
Milena A. Keller-Margulis Nathan H. Clemens Myung Hee Im Oi-man Kwok Carol Booth 《Learning and individual differences》2012,22(6):799-805
The use of curriculum-based measurement (CBM) is supported by several decades of research regarding their technical adequacy, practical utility, and use with diverse populations. Questions remain regarding the measurement of growth using tri-annual reading CBM (R-CBM) assessment. Existing research on annual rates of growth is inconclusive with some studies suggesting that the most growth occurs from the fall to the winter and others finding growth accelerates from winter to spring. With a sample of students in third through fifth grades, consisting of a high percentage of English Language Learners (ELLs) and students exited from bilingual instruction, this study found that Non-ELL students demonstrated semester differences in R-CBM growth consistent with prior research in third and fourth grades, but not in fifth grade. However, this pattern was not always consistent for ELLs and students recently exited from bilingual instruction, suggesting that conclusions regarding semester differences in R-CBM growth rates should not be consistently extended to ELLs. 相似文献
893.
Carol Murphy 《Journal of Mathematics Teacher Education》2012,15(3):187-206
The relationship between primary teachers?? subject knowledge and their approaches to teaching is an ongoing concern. This study reviews the relationship between prospective teachers?? subject knowledge in the topic of area and their approaches to teaching that topic. The research presents case studies of four primary prospective teachers on a 1-year postgraduate teaching course. The strengths and limitations of their subject knowledge are examined, in relation to their selection of teaching activities. The results suggest connections between these strengths and limitations, in relation to espoused teaching activities and pedagogical orientations. This questions the assumption that secure subject knowledge is necessarily transformed into effective teaching and concurs with other research that suggests other factors may be involved, such as knowledge of learners. 相似文献
894.
895.
Carol Vincent Stephen J. Ball Annette Braun 《British Journal of Sociology of Education》2010,31(2):123-138
The paper draws on an ESRC‐funded study of 70 families in two London locations. It focuses on a set of contemporary and contradictory political discourses that work on and through the lives of working‐class mothers and thereby create tensions and impossibilities within their lives. We illustrate the ways in which these women are positioned by and within these discourses in ways that leave them vulnerable to political and media criticisms. 相似文献
896.
Local links,local knowledge: Choosing care settings and schools 总被引:1,自引:0,他引:1
This article draws on data from two recently completed Economic and Social Research Council funded projects in order to examine class differences and similarities in choice of school and choice of childcare. The authors argue that there is every reason to believe that in many circumstances, within its particular mechanisms and practices, choice produces specific and pervasive forms of inequity. The processes by which working‐class parents in one study chose care settings and schools could be seen as less skilled, less informed, less careful than the decision making of many of the middle‐class respondents. However, this is not an argument that the authors advance, noting instead that the practices and meanings of choice are subject to significant social, cultural and economic variations in terms of who gets to choose, who gets their choices, and what, how and why people choose when they are able to. The authors argue that there are alternative sets of priorities in play for the working‐class respondents, involving attachments to the communal and the local. 相似文献
897.
Carol McDonald Connor Shayne B. Piasta Barry Fishman Stephanie Glasney Christopher Schatschneider Elizabeth Crowe Phyllis Underwood and Frederick J. Morrison 《Child development》2009,80(1):77-100
Recent findings demonstrate that the most effective reading instruction may vary with children's language and literacy skills. These Child × Instruction interactions imply that individualizing instruction would be a potent strategy for improving students' literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of individualizing literacy instruction. The instruction each first grader received ( n = 461 in 47 classrooms, mean age = 6.7 years) during fall, winter, and spring was recorded. Comparing intervention-recommended amounts of instruction with observed amounts revealed that intervention teachers individualized instruction more precisely than did comparison teachers. Importantly, the more precisely the children received recommended amounts of instruction, the stronger was their literacy skill growth. Results provide strong evidence of Child × Instruction interaction effects on literacy outcomes. 相似文献
898.
Transitioning from high-school to university can be difficult, and many university teachers feel students are often ill-prepared
for the change. To investigate this 233 Humanities and Science students at the University of Adelaide were surveyed 6 months
into their first year regarding experiences of teaching and learning at university. 189 students were also surveyed 18 months
after commencement, to gain retrospective views of their transition year, as were lecturers and tutors of both groups. Results
were compared to similar Orientation Week questionnaires that focused on expectations. Questions included reasons for selecting
degrees, quality of teacher feedback and perceived impact of outside commitments. Even though student expectations, student
experience, and teacher views differed, remarkable similarities emerged across the two degree programs (Science and Humanities).
Our findings thus highlight a call for non-specialised transition programs to meet the needs of first year students and facilitate
the transition from secondary to tertiary education.
All authors contributed equally to this work. 相似文献
899.
In this study, we describe a framework for monitoring rater performance over time. We present several statistical indices to identify raters whose standards drift and explain how to use those indices operationally. To illustrate the use of the framework, we analyzed rating data from the 2002 Advanced Placement English Literature and Composition examination, employing a multifaceted Rasch approach to determine whether raters exhibited evidence of two types of differential rater functioning over time (i.e., changes in levels of accuracy or scale category use). Some raters showed statistically significant changes in their levels of accuracy as the scoring progressed, while other raters displayed evidence of differential scale category use over time. 相似文献
900.
Kenneth W. Feldman Carol Jenkins Tyler Laney Kristy Seidel 《Child abuse & neglect》2009,33(10):709-716
ObjectivesWe sought to evaluate child, parent and medical provider preferences for chaperones for outpatient encounters and to evaluate the acceptability and frequency of utilization following institution of a chaperone policy. Secondarily, we sought to understand what medical history and examinations teens consider “sensitive.”DesignWe conducted an observational study 1 month before and 1 month after institution of outpatient clinic chaperone policy. Post clinic questionnaires were used for patients ≥12 years old, parents, and clinicians. A research assistant observed chaperone use.SettingAdolescent Medicine, Urology, and Rehabilitation Clinics at a regional, tertiary-care pediatric hospital, in a major metropolitan area were studied.ParticipantsConvenience sample: 117 clinic patients during control period and 119 after policy implementation.Main outcome measuresPreferences for and satisfaction with chaperone use were documented.ResultsAlthough non-parent chaperones were usually declined (99.6%), offers were appreciated. Non-parent chaperone use increased modestly (5.3–18.1%).Most patients preferred not to have non-parent chaperones. This preference was greater among older patients (88%), than early teens (52%). After experiencing sensitive examinations, more young adolescent patients (89%) wished their parent had been present than older patients (38%). Patients’ opinions about what constitutes “sensitive” questions and examinations and chaperone preferences varied widely. Providers often did not recognize issues patients and parents considered sensitive questioning (21% agreement), but recognized sensitive physical examinations better (74% agreement). Providers felt chaperones had been a detriment to examination and exams would have gone better without one only 1% of the time.ConclusionsAlthough usually declined, offers of chaperones were appreciated and use of non-parent chaperones increased modestly. Offering chaperones for sensitive examinations may remind providers about appropriate, respectful patient encounters. Implications for children's hospitals’ patient safety and satisfaction, and institutional staff protection and costs are significant.Practice implicationsQuestions and examinations which patients consider sensitive vary widely. Asking patients for their preferences for examination chaperones may reassure them about the appropriateness of examinations, remind staff to conduct respectful examinations and protect providers from accusations of impropriety. Since most chaperone offers are declined, the cost of asking is likely to be minimal. 相似文献