全文获取类型
收费全文 | 799篇 |
免费 | 10篇 |
专业分类
教育 | 695篇 |
科学研究 | 19篇 |
各国文化 | 7篇 |
体育 | 17篇 |
文化理论 | 5篇 |
信息传播 | 66篇 |
出版年
2023年 | 5篇 |
2022年 | 9篇 |
2021年 | 5篇 |
2020年 | 14篇 |
2019年 | 14篇 |
2018年 | 19篇 |
2017年 | 32篇 |
2016年 | 17篇 |
2015年 | 21篇 |
2014年 | 26篇 |
2013年 | 203篇 |
2012年 | 20篇 |
2011年 | 18篇 |
2010年 | 17篇 |
2009年 | 17篇 |
2008年 | 22篇 |
2007年 | 17篇 |
2006年 | 17篇 |
2005年 | 10篇 |
2004年 | 15篇 |
2003年 | 13篇 |
2002年 | 17篇 |
2001年 | 13篇 |
2000年 | 17篇 |
1999年 | 10篇 |
1998年 | 14篇 |
1997年 | 8篇 |
1996年 | 9篇 |
1995年 | 11篇 |
1994年 | 9篇 |
1993年 | 6篇 |
1992年 | 11篇 |
1991年 | 7篇 |
1990年 | 11篇 |
1989年 | 10篇 |
1987年 | 6篇 |
1986年 | 10篇 |
1985年 | 9篇 |
1984年 | 7篇 |
1983年 | 9篇 |
1982年 | 7篇 |
1981年 | 8篇 |
1980年 | 6篇 |
1979年 | 6篇 |
1977年 | 8篇 |
1976年 | 5篇 |
1975年 | 6篇 |
1974年 | 6篇 |
1973年 | 5篇 |
1968年 | 5篇 |
排序方式: 共有809条查询结果,搜索用时 15 毫秒
31.
Carolyn A. Denton Jack M. Fletcher W. Pat Taylor Amy E. Barth Sharon Vaughn 《Journal of research on educational effectiveness》2014,7(3):268-293
AbstractConsiderable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed. 相似文献
32.
Hannah L. Whitehead Mary-Claire Ball Henry Brice Sharon Wolf Samuel Kembou Amy Ogan Kaja K. Jasińska 《Child development》2024,95(2):e93-e109
Literacy and numeracy are correlated throughout development, however, our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (N = 1167, girls = 563) in rural Côte d'Ivoire, with specific focus on how developmental timing of instruction may relate to covariance. Many Ivorian children experience late enrollment and grade repetition, leading to variation in age-for-grade; participants were between grades 1 to 6, but their ages ranged from 5 to 15 (M = 9.19, SD = 2.07). Phonological awareness, numerical magnitude, ordinality, working memory, and inhibitory control were cognitive predictors of covariance. Age-for-grade was negatively related to covariance suggesting that covariance is related to timing of instruction. 相似文献
33.
34.
Research Findings: The objective of this study was to understand how two dimensions of parent–child book-reading quality—instructional and emotional—interact and relate to learning in a sample of low-income infants and toddlers. Participants included 81 parents and their children from Early Head Start programs in the rural Midwest. Correlation and multiple regression analyses were used to test the hypothesis that parental book-reading qualities interact and relate to children's concurrent cognitive and language scores. Exploratory analyses examined if patterns of relationships varied for families who had different home languages (i.e., English, Spanish). Results included that book-reading qualities and home language interacted to predict child scores. Practice or Policy: Findings suggest a need to further explore potentially complex patterns of relationships among parental book-reading behaviors and child learning for diverse families. Understanding these patterns could inform the development of culturally-sensitive intervention approaches designed to support high-quality shared book reading. 相似文献
35.
Maureen J. Reed Deborah J. Kennett Tanya Lewis Eunice Lund‐Lucas Carolyn Stallberg Inez L. Newbold 《高等教育研究与发展》2009,28(4):385-400
Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills. 相似文献
36.
Michael J. Lichtenstein Steven V. Owen Cheryl L. Blalock Yan Liu Kacy A. Ramirez Linda A. Pruski Carolyn E. Marshall Mary Anne Toepperwein 《科学教学研究杂志》2008,45(5):600-616
The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ2 (321) = 646, p < .001; RMSEA = .061 (.90 CI = .054–.068); and CFI = .81]. The three factors were labeled “Science is About Understanding and Explaining” (13 items), “Science is Rigid” (6 items), and “I Want to Be a Scientist” (8 items). The α‐coefficients for these three factors ranged from 0.59 to 0.85. Whether these identified subscales are valid will require independent investigation. In this sample, and consistent with prior publications, the SAI‐II in its current form did not have satisfactory psychometric properties and cannot be recommended for further use. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 600–616, 2008 相似文献
37.
Carolyn D. Rude 《Technical Communication Quarterly》2004,13(3):271-288
Preparing students for civic engagement requires new knowledge about the uses of documents for advocacy and social change. Substantial social change results from repeated rather than from single rhetorical acts. Reconsideration of the rhetorical canon of delivery suggests expanding the concept beyond its present connection to publication (visual design, medium) to a rhetorical situation comprehensively defined. Delivery may take place over time and embrace a web of activities including field work, updates, and interconnections with other publications. 相似文献
38.
Carolyn W. Kohler 《Government Information Quarterly》1984,1(1):101-102
39.
40.
This pilot study examined the effects of a short‐term music therapy program on the classroom behaviours of newly arrived refugee students who were attending an intensive ‘English as a Second Language’ secondary school. A cross‐over design with two five‐week intervention periods was employed with group music therapy sessions conducted one or two times per week. Data from the Behaviour Assessment Scale for Children were used to evaluate a range of positive and negative school behaviours. A significant decrease in externalising behaviours was found with particular reference to hyperactivity and aggression. No significant differences were found in other behaviours. Explanations and implications of these findings are discussed. 相似文献