全文获取类型
收费全文 | 519篇 |
免费 | 5篇 |
专业分类
教育 | 374篇 |
科学研究 | 58篇 |
各国文化 | 5篇 |
体育 | 42篇 |
文化理论 | 2篇 |
信息传播 | 43篇 |
出版年
2022年 | 5篇 |
2021年 | 10篇 |
2020年 | 14篇 |
2019年 | 12篇 |
2018年 | 14篇 |
2017年 | 18篇 |
2016年 | 25篇 |
2015年 | 9篇 |
2014年 | 18篇 |
2013年 | 113篇 |
2012年 | 14篇 |
2011年 | 16篇 |
2010年 | 13篇 |
2009年 | 13篇 |
2008年 | 12篇 |
2007年 | 23篇 |
2006年 | 15篇 |
2005年 | 9篇 |
2004年 | 10篇 |
2003年 | 7篇 |
2002年 | 6篇 |
2001年 | 11篇 |
2000年 | 8篇 |
1999年 | 11篇 |
1998年 | 6篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 6篇 |
1987年 | 2篇 |
1986年 | 6篇 |
1985年 | 5篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1981年 | 8篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 3篇 |
1971年 | 3篇 |
1920年 | 2篇 |
1919年 | 2篇 |
1917年 | 2篇 |
1828年 | 3篇 |
排序方式: 共有524条查询结果,搜索用时 15 毫秒
51.
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
52.
53.
Katharine Burn Robin Conway Anne Edwards Eluned Harries 《British Educational Research Journal》2021,47(3):616-633
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research-based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university department. Taking a cultural/historical approach, the study examined the strategic intentions and actions in the activities of the champions as they negotiated research-based knowledge into their schools. Data comprised 59 completed templates that described what they did and why. Findings revealed differences between those with close links with senior leaders—who could take a whole-school approach—and those whose reach was restricted by their position in school practices. Nonetheless, all the champions carefully selected and targeted research in ways that reflected their knowledge of local contexts. The findings point to the need to incorporate the champion role into school systems and for universities to value the role as they develop their own research agenda. 相似文献
54.
55.
Knowledge Management Research & Practice - 相似文献
56.
57.
58.
59.
60.
This article addresses children’s sibling relationships as a site of social learning involving the (re)production of femininity and masculinity, drawing on in‐depth qualitative interviews with children aged 8–12. We begin by noting the lack of focus on gender in the majority of previous work on siblings. After introducing our own study, we look at the ways in which children understood their siblings in relation to themselves, highlighting points of closeness and division, and pointing to class distinctions around individuality and collectivity. We then explore how ‘talk’ and ‘activity’ are key gendered features of children’s relationships with their sisters and brothers, revealing versions of femininity and masculinity, and interplays of power. Finally, we consider how these gendered features of sibling practices have implications for children’s ability to deal with change in relationships with their sisters and brothers, especially living apart from each other, and we return to class as a feature of their understandings. 相似文献