全文获取类型
收费全文 | 1184篇 |
免费 | 30篇 |
专业分类
教育 | 902篇 |
科学研究 | 55篇 |
各国文化 | 31篇 |
体育 | 106篇 |
综合类 | 2篇 |
文化理论 | 7篇 |
信息传播 | 111篇 |
出版年
2023年 | 8篇 |
2022年 | 20篇 |
2021年 | 22篇 |
2020年 | 32篇 |
2019年 | 48篇 |
2018年 | 59篇 |
2017年 | 64篇 |
2016年 | 63篇 |
2015年 | 35篇 |
2014年 | 49篇 |
2013年 | 257篇 |
2012年 | 35篇 |
2011年 | 34篇 |
2010年 | 34篇 |
2009年 | 29篇 |
2008年 | 31篇 |
2007年 | 32篇 |
2006年 | 21篇 |
2005年 | 21篇 |
2004年 | 22篇 |
2003年 | 20篇 |
2002年 | 17篇 |
2001年 | 10篇 |
2000年 | 24篇 |
1999年 | 21篇 |
1998年 | 11篇 |
1997年 | 11篇 |
1996年 | 9篇 |
1995年 | 6篇 |
1994年 | 5篇 |
1993年 | 13篇 |
1992年 | 8篇 |
1991年 | 8篇 |
1990年 | 11篇 |
1989年 | 5篇 |
1988年 | 6篇 |
1987年 | 6篇 |
1986年 | 5篇 |
1985年 | 10篇 |
1984年 | 6篇 |
1983年 | 4篇 |
1982年 | 7篇 |
1980年 | 6篇 |
1979年 | 6篇 |
1978年 | 5篇 |
1977年 | 9篇 |
1976年 | 5篇 |
1975年 | 5篇 |
1974年 | 4篇 |
1973年 | 4篇 |
排序方式: 共有1214条查询结果,搜索用时 15 毫秒
61.
Louis Manfra Christina Squires Laura H. B. Dinehart Charles Bleiker Suzanne C. Hartman Adam Winsler 《The Journal of educational research》2017,110(5):528-537
The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children. 相似文献
62.
Christina Haas Herman Van De Werfhorst 《British Journal of Sociology of Education》2017,38(5):705-720
This article investigates to what extent scholarships are unequally distributed among students in Germany and how these inequalities can be explained. Following sociological theory, the article argues that elites seek qualitative ways of distinguishing themselves in a mass higher education system. Using student surveys, we demonstrate that class effects cannot merely be explained with reference to class differences in academic achievement but that higher classes have better access to scholarships independent of earlier school performance. Class differences were particularly persistent when the intermediate classes were compared with higher classes with more education. These findings illustrate that social classes have different strategies when it comes to participating in higher education and suggest that information about and access to scholarships is important in gaining a class advantage. 相似文献
63.
Debra M. Friedrichsen Christina Smith Milo D. Koretsky 《Educational technology research and development : ETR & D》2017,65(1):177-202
We describe the propagation of a technology-based educational innovation through its first 3 years of public use. The innovation studied is the Concept Warehouse (CW), a database-driven website developed to support the use of concept-based pedagogies. This tool was initially developed for instructors in undergraduate chemical engineering courses, but has spread to other disciplines as well. In this time, it has grown to over 650 registered instructors representing over 170 institutions. While this study is specific to a particular case, the intent of this article is to provide an exemplar of real-time propagation that informs other researchers and developers. We frame our analysis with Diffusion of Innovation Theory and use a design research methodology that focuses on communication channels, types of knowledge, and stages of the innovation-decision process. Data sources include usage records and survey responses which are analyzed with network diagrams and non-parametric statistics. We find that in comparison to mass media, interpersonal communications tended to result in higher proportions of how-to knowledge and implementation. Three types of opinion leaders were identified through user data and network diagrams. All played critical roles in the tool’s propagation, especially the project collaborators—opinion leaders who actively promoted the CW, in part, because it also propagates their own innovations. Finally, users with self-identified prior principles knowledge showed statistically significantly greater progress in gaining how-to knowledge, but no significant difference in progressing to the implementation stage of the innovation-decision process when compared to users without. 相似文献
64.
65.
Peer mentoring programs are an important component in the strategy to enhance the first year undergraduate experience. The
operation of these programs needs to be informed by evidence as to their effectiveness. In this article we report on a six-year
study of the development of a peer mentoring program in which feedback is used to improve program implementation. Evidence
from surveys of participants in the program shows that this process has significantly enhanced their experiences and that
the effects of these benefits have increased throughout the life of the program. Moreover, participation in the program enhanced
the leadership, communication, and organizational skills of the peer mentors. 相似文献
66.
Patrice L. Engle Victor K. Groza Christina J. Groark Aaron Greenberg Kelley McCreery Bunkers Rifkat J. Muhamedrahimov 《Monographs of the Society for Research in Child Development》2011,76(4):190-222
Research that clearly demonstrates the negative effects of institutionalization, particularly for young children, has been critical for changing policy. However, actually putting science into action requires advocacy, persistence, and perseverance. Policy makers and advocates must be informed about the research and use it effectively. This paper proposes a number of key components for translating research into policy and programs: analyzing the situation, using evidence to build the case for action, developing policies, building program capacity in child welfare and early childhood development, creating a family‐based child welfare system, and developing a system of monitoring and accountability. Much of the knowledge in this paper comes from experiences, desk reviews, and case studies of successful practices. Research provides the basis, but moving research to practice depends on collaboration between researchers who understand the key policy perspectives and policy makers who understand the research. 相似文献
67.
Donna Cross Helen Monks Marg Hall Thérèse Shaw Yolanda Pintabona Erin Erceg Greg Hamilton Clare Roberts Stacey Waters Leanne Lester 《British Educational Research Journal》2011,37(1):105-129
A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied. 相似文献
68.
69.
The aims of this study are threefold. First, we investigate the influence of the parent-initiated motivational climate upon elite junior athletes' perfectionistic cognitions. Second, we examine whether the coach-created motivational climate predicts additional variance in elite junior athletes' perfectionistic cognitions beyond the effects associated with the parent-initiated motivational climate. Third, we test the moderating role of athletes' gender and age in the relationship between the parent-initiated and coach-created motivational climates and athletes' perfectionistic cognitions. A total of 190 elite junior athletes (mean age 15.2 years, s?=?1.5, range 10-18) completed the Parent-Initiated Motivational Climate Questionnaire-2 (White & Duda, 1993), the Perceived Motivational Climate in Sport Questionnaire-2 (Newton, Duda, & Yin, 2000), and the Perfectionistic Cognitions Inventory (Flett, Hewitt, Blankstein, & Gray, 1998). Regression analyses revealed that mother- and father-initiated worry-conducive climates, the father-initiated success-without-effort climate, and the coach-created performance motivational climate predicted male athletes' perfectionistic cognitions. Female athletes' perfectionistic cognitions were predicted by the mother-initiated worry-conducive climate, father-initiated learning-enjoyment climate, and both dimensions of the coach-created climate. Finally, athletes' gender emerged as a significant moderator of the mother-initiated worry-conducive climate and athletes' perfectionistic cognitions relationship. Findings confirm that the parent-initiated motivational climate is a significant predictor of athletes' perfectionism-related thoughts, and provide initial support for the influence of the coach-created motivation climate over children's perfectionistic cognitions. 相似文献
70.
This research examined attentional bias toward exercise-related images using a visual probe task. It was hypothesized that more-active participants would display attentional bias toward the exercise-related images. The results showed that men displayed attentional bias for the exercise images. There was a significant interaction of activity level by gender, and simple slopes analysis showed that active women displayed attentional bias toward the exercise-related images and inactive women displayed attentional bias toward the control images. A similar analysis with explicit attention to the pictures as the outcome variable was not significant. These findings confirm that attention for exercise-related images can be captured automatically regardless of whether people report they are attending to them. 相似文献