全文获取类型
收费全文 | 1159篇 |
免费 | 23篇 |
国内免费 | 1篇 |
专业分类
教育 | 962篇 |
科学研究 | 24篇 |
各国文化 | 21篇 |
体育 | 58篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 109篇 |
出版年
2023年 | 4篇 |
2022年 | 15篇 |
2021年 | 15篇 |
2020年 | 27篇 |
2019年 | 35篇 |
2018年 | 73篇 |
2017年 | 83篇 |
2016年 | 46篇 |
2015年 | 42篇 |
2014年 | 37篇 |
2013年 | 270篇 |
2012年 | 37篇 |
2011年 | 47篇 |
2010年 | 34篇 |
2009年 | 36篇 |
2008年 | 34篇 |
2007年 | 19篇 |
2006年 | 38篇 |
2005年 | 23篇 |
2004年 | 27篇 |
2003年 | 17篇 |
2002年 | 21篇 |
2001年 | 11篇 |
2000年 | 18篇 |
1999年 | 18篇 |
1998年 | 21篇 |
1997年 | 6篇 |
1996年 | 14篇 |
1995年 | 19篇 |
1994年 | 11篇 |
1993年 | 8篇 |
1992年 | 9篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 6篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1982年 | 5篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1970年 | 2篇 |
1924年 | 1篇 |
排序方式: 共有1183条查询结果,搜索用时 0 毫秒
941.
942.
943.
Catherine Butler 《Children‘s Literature in Education》2013,44(3):264-279
The position of authors of fiction in relation to critical discussion of their work is an unsettled one. While recognized as having knowledge and expertise regarding their texts, they are typically regarded as unreliable sources when it comes to critical analysis, and as partial witnesses whose personal association with the text is liable to influence their judgement. This article reconsiders that position, not by arguing that authors lack bias but by showing that bias is the normal condition of all critical reading and writing, whether by authors of fiction or by academic critics. I take as a case study my novel Calypso Dreaming (2002), comparing my own understanding of the text with a recent discussion by four influential critics. I argue that the rhetorical and methodological framing of critical discussion is a necessarily procrustean exercise, that may yield insights into texts but is also characterized by distortion and selectivity. Moreover, the conventional positioning of critics as “disinterested,” in contrast to “biased” authors, disguises the extent to which academic discussions are subject to the same personal and professional influences as those of other writers. 相似文献
944.
Alan Mowle Diana Bentley Catherine Otter Louise O 'Connor Roger Marples Ruth O'Keeffe 《Pastoral Care in Education》2013,31(4):38-41
Books reviewed: Red Rose Chain/Alpha Films, Four Carrier Bags and a Buggy Alison Closs, The Education of Children with Medical Conditions Ralph L. Klicker, A Student Dies, A School Mourns 相似文献
945.
Given the complexities of being an educational leader and, specifically, an educational leader of a gifted program or school, should there be a moral guide or framework that can inform the daily practices of leaders within an ever-changing educational context of competing demands? Should leaders of gifted programs employ the same ethos as any leader or by virtue of leading a program of a special interest group, be guided by a different, moral approach? This article posits that leaders of gifted programs and schools should operationalize an integrated approach drawing upon a variety of historical and more current theories of moral reasoning and intuition coupled with theories that draw on distributive, transformational, and situational leadership in order to make their advocacy and leadership more effective. 相似文献
946.
Laura McDonald Hooks Catherine Scott-Little Betty Jo Marshall Glyn Brown 《Early Childhood Education Journal》2006,33(6):399-403
South Carolina recently implemented a new initiative to improve the quality of pre-kindergarten and kindergarten classrooms in primary schools. This article describes the initiative and examines evidence that such an effort can have a positive effect on early childhood program quality. Data from both classroom observations using the ECERS-R scale, and from teacher surveys, are used to examine the effectiveness of the quality improvement effort. Results indicate that training and support coupled with accountability requirements can facilitate positive changes within classrooms. Examples of positive changes teachers report they made as the result of this process are included, along with changes in ECERS-R quality rating scores. 相似文献
947.
Catherine A. Brown Mary Kay Stein Ellice Ann Forman 《Educational Studies in Mathematics》1996,31(1-2):63-93
This study examines the usefulness of selected aspects of Tharp and Gallimore's (1988) theory of assistance as a theoretical framework for describing and analyzing change efforts in a middle school mathematics reform project. Drawing upon Tharp and Gallimore's redefinition of teaching as assisting performance and learning as the result of assisted performance, the social organization of a school-based mathematics reform effort in which teacher educators, mathematics teachers, and students both assist and are assisted is analyzed. In addition, one particular classroom assistance activity is presented and analyzed in terms of characteristics of assistance that, according to the theory, should lead to significant learning. 相似文献
948.
Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life 总被引:1,自引:0,他引:1
Raikes H Pan BA Luze G Tamis-LeMonda CS Brooks-Gunn J Constantine J Tarullo LB Raikes HA Rodriguez ET 《Child development》2006,77(4):924-953
About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary. 相似文献
949.
Catherine Horn Zoë McCoy Lea Campbell Cheryl Brock 《Community College Journal of Research & Practice》2013,37(6):510-526
Almost half of students who enter college require some sort of remedial coursework. Further, states are increasingly moving the responsibility of postsecondary remediation away from four-year campuses to two-year institutions. Scholars and policymakers have grappled with best practice for successfully filling in academic gaps and moving students forward, and there is variation both within and between states as to the ways in which remediation is defined, determined, and administered (Perin, 2006). Using a regression discontinuity design, this study seeks to answer the following question on one community college campus: How does placement into remedial services affect student outcomes, in particular, successful completion of an introductory college-level English course? Although this study focuses on a single community college system, the findings have bearing on a wider sector as the developmental placement practices of Harper Community College District are not unlike those implemented by two- and four-year campuses across the country. 相似文献
950.
Frédéric Guay Catherine F. Ratelle Amélie Roy David Litalien 《Learning and individual differences》2010,20(6):644-653
Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 high school students (404 boys and 521 girls) were asked to complete a questionnaire on two occasions separated by a year interval. Results from SEM analyses provided good support for the hypothesized model positing that autonomous academic motivation mediates the academic self-concept–academic achievement relation. Results are discussed in light of self-determination theory and self-concept theory. 相似文献