全文获取类型
收费全文 | 583篇 |
免费 | 19篇 |
专业分类
教育 | 471篇 |
科学研究 | 20篇 |
各国文化 | 11篇 |
体育 | 41篇 |
综合类 | 2篇 |
文化理论 | 4篇 |
信息传播 | 53篇 |
出版年
2024年 | 2篇 |
2023年 | 6篇 |
2022年 | 12篇 |
2021年 | 14篇 |
2020年 | 21篇 |
2019年 | 29篇 |
2018年 | 36篇 |
2017年 | 42篇 |
2016年 | 37篇 |
2015年 | 21篇 |
2014年 | 31篇 |
2013年 | 144篇 |
2012年 | 24篇 |
2011年 | 17篇 |
2010年 | 20篇 |
2009年 | 14篇 |
2008年 | 15篇 |
2007年 | 16篇 |
2006年 | 5篇 |
2005年 | 10篇 |
2004年 | 12篇 |
2003年 | 8篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 10篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1968年 | 1篇 |
排序方式: 共有602条查询结果,搜索用时 10 毫秒
121.
Public libraries today are undergoing significant transformations as well as interacting with patrons in new and different ways (Knight Foundation 2017). Part of this transformation is the way libraries are engaging entire families. Libraries are playing a stronger role than ever before in supporting families to promote children’s early literacy and reading skills (Celano and Neuman 2015; Nagle et al. 2016; Neuman and Celano 2010), stimulating adult learning (Boden and Tashijan 2015), creating initiatives to improve family health (Morgan et al. 2016), providing services to families with extreme challenges such as those experiencing poverty, homelessness, food insecurity, and incarceration (Holt and Holt 2010; Terille 2016), as well as becoming spaces for families, especially those who are recent immigrants, to build new relationships and social networks (Khoir et al. 2017; Vårheim 2014). Despite these efforts, few studies have specifically sought to understand the organizational dimensions that support family engagement within a library system and the potential that these efforts have in promoting children’s learning not only in the early years, but also into and throughout middle childhood and adolescence. Based on a yearlong study investigating the power of family engagement in public libraries, this article considers how libraries can begin to adopt a systemic approach to family engagement to further innovate the library space. 相似文献
122.
Liloutie Christina Taharally 《Early Childhood Education Journal》1988,15(3):28-30
Conclusion The problems of adequate housing for children's programs remain. Many teachers will not catch up with prevailing theories
and practice in early childhood education in more technologically advanced countries for a while. Curriculum implementation
at classroom level still needs much attention. The budget provided for early education keeps shrinking due to high inflation.
Despite the problems, however, the introduction of a national early childhood education program was good for families who
could not afford fee-paying schools for their children.
“Going national” at the outset was problematic because of the number of issues that needed attention simultaneously. It however,
removed the need for lobbying, which can be a long and arduous process before success is achieved. A national program of early
childhood education also enabled nursery teachers to surmount many of the problems associated with their image as mere childminders
and the low-liest on the rungs of the education ladder. For children, this program also performed an important socialisation
and cognitive-developmental function and it forced parents to take another look at early childhood as a definite learning
period in the life of the child.
Liloutie Christina Taharally was closely involved in the administration of the national early education program, and the training
and supervision of nursery teachers in Guyana. An earlier draft of this paper was presented at the 1985 Conference of the
National Association for the Education of Young Children with Meg Barden Cline of the School of Education at the University
of Massachusetts at Amherst. 相似文献
123.
Wolff-Michael Roth’s In Search of Meaning and Coherence: A Life in Research, presents a selection of his previously published key works layered with current commentary and analysis. In this book review,
we explore themes that emerge through the text to trace Roth’s development as a theoretician and as a researcher. We recommend
this book for all those who are interested in Wolff-Michael Roth and the trajectory of his career, in particular those who
are just beginning their journey towards academic scholarship.
相似文献
Christina SiryEmail: |
124.
Ethical literacy seems to be used, within Education for Sustainable Development (ESD), in various ways, some more general and others morally specific, emphasising individuals’ responsibility. The overarching aim of this paper is to present some prerequisites for the development of narrative methods that focus on the vision of a good society without compromising individual integrity. Is it possible to develop ESD in a ways that highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demands of action competence, which, it is claimed, paves the way for making social sustainability a reality? With reference to some threads in narrative theory and by an analysis of six children’s books, this paper critically and constructively examines storytelling as one method to inspire young people to reflect upon what a good society and a good world might be, to catch sight of visions of a sustainable world and of the differences between how things are and how things could be – a method that may also preserve respect for individuals’ integrity. 相似文献
125.
Paula Maccini Candace A. Mulcahy Michael G. Wilson 《Learning disabilities research & practice》2007,22(1):58-74
Abstract This article extends a previous review of the literature ( Maccini & Hughes, 1997 ) on mathematics interventions for secondary school students with learning disabilities (LD). A systematic review of the literature from 1995 to 2006 yielded 23 articles that met the criteria for inclusion. It was determined that a number of practices demonstrated significant gains for secondary school students with LD in math, including mnemonic strategy instruction, graduated instructional approach, cognitive strategy instruction involving planning, schema‐based instruction, and contextualized videodisc instruction. We also discuss the nature and focus of math interventions and implications for both research and practice based on the findings. 相似文献
126.
Telling it How it is: Accounts of Academic Life 总被引:1,自引:0,他引:1
Several kinds of account of what academic life is like are available. This article reviews three of these – academic novels, the professional media and 'how to' guides produced for academics – and makes some comparisons with the picture presented by academic research on higher education. These genres convey multiple, partial, diverse and competing accounts. Understanding their messages is interesting, useful and important to those interested in academic life. 相似文献
127.
The present study examines variation in the effect of birth weight on children’s early cognitive and socioemotional outcomes by family socioeconomic status (SES). It is hypothesized that not only will lower birth weight children display worse cognitive and socioemotional outcomes prior to school entry, as prior research has found, but that effects will be stronger for lower-SES children. Using data from the Early Childhood Longitudinal Study–Birth Cohort, the study compares the age 4 outcomes of twins discordant for birth weight (N ~ 1,400). Twin fixed-effects models are run on the full twin sample and separately for low- and high-SES children. Results support the study’s hypotheses, suggesting that socioeconomic risk accentuates the effects of birth weight on early development. 相似文献
128.
Eleni Andreou Christina Roussi-Vergou Eleni Didaskalou Grace Skrzypiec 《Psychology in the schools》2020,57(8):1193-1207
The aim of the current study was to examine the role of resilience in the victimization experiences of students and their subjective well-being as well as to explore gender and age-related effects. Initially, 558 students (52.15% male) from grades 6 to 10 participated in the study completing The Student Aggression and Victimization Questionnaire, The Mental Health Continuum, and the Connor–Davidson Resilience Scale. One-hundred and twenty-seven (22.8%) students were excluded from the final analysis, as they did not report any victimization experience during the past 3 months. Males in all year levels reported higher levels of well-being and resilience compared with females. No gender differences were found in victimization experiences. Languishing students were found to be at higher risk of experiencing serious victimization. Resilience was not found to moderate the effects of victimization on mental health, but a higher level of resilience appeared to be related to more positive well-being for boys and younger students. Limitations of the study and implications for anti-bullying interventions are briefly discussed. 相似文献
129.
The discourse of urban science education is often framed by discussions of achievement gaps and limited resources. Although these realities are part of the urban education landscape, they focus on deficits—what urban youth and their teachers and schools lack. We argue that it is more productive to frame urban science education as a function of place. Place, in the urban classroom, accounts not only for the physical spaces of the community but also for the historical and sociocultural dimensions that play out as people interact with and in place. We argue that becoming an insider within the multidimensions of place is critical to science teaching environments that value and sanction their students' unofficial and often non-dominant ways of knowing. 相似文献
130.