全文获取类型
收费全文 | 1276篇 |
免费 | 18篇 |
专业分类
教育 | 1063篇 |
科学研究 | 23篇 |
各国文化 | 26篇 |
体育 | 44篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 134篇 |
出版年
2023年 | 2篇 |
2022年 | 10篇 |
2021年 | 14篇 |
2020年 | 32篇 |
2019年 | 59篇 |
2018年 | 73篇 |
2017年 | 67篇 |
2016年 | 61篇 |
2015年 | 29篇 |
2014年 | 60篇 |
2013年 | 276篇 |
2012年 | 38篇 |
2011年 | 47篇 |
2010年 | 38篇 |
2009年 | 47篇 |
2008年 | 45篇 |
2007年 | 43篇 |
2006年 | 33篇 |
2005年 | 34篇 |
2004年 | 24篇 |
2003年 | 30篇 |
2002年 | 24篇 |
2001年 | 16篇 |
2000年 | 17篇 |
1999年 | 15篇 |
1998年 | 12篇 |
1997年 | 16篇 |
1996年 | 4篇 |
1995年 | 10篇 |
1994年 | 17篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 15篇 |
1989年 | 8篇 |
1988年 | 7篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1976年 | 4篇 |
1973年 | 2篇 |
1971年 | 2篇 |
1940年 | 1篇 |
排序方式: 共有1294条查询结果,搜索用时 15 毫秒
811.
Words correct per minute: The variance in standardized reading scores accounted for by reading speed
Jacqueline L. Williams Christopher H. Skinner Randy G. Floyd Andrea D. Hale Christine Neddenriep Emily P. Kirk 《Psychology in the schools》2011,48(2):87-101
The measure words correct per minute (WC/M) incorporates a measure of accurate aloud word reading and a measure of reading speed. The current article describes two studies designed to parse the variance in global reading scores accounted for by reading speed. In Study I, reading speed accounted for more than 40% of the reading composite score variance in 4th‐, 5th‐, and 10th‐grade students. In Study II, reading speed accounted for more than 30% of the reading/language arts composite score variance of fourth‐ and fifth‐grade students. Across both studies, when reading speed was combined with words read correctly and converted to WC/M the additional variance accounted for was less than 10% with one exception, fourth‐grade students' reading/language arts scores. These findings are consistent with various theories regarding reading speed, provide direction for future researchers, and may assuage those concerned that WC/M is primarily a measure of aloud, accurate word reading (i.e., word calling). © 2010 Wiley Periodicals, Inc. 相似文献
812.
Barbara Read Becky Francis Christine Skelton 《British Journal of Sociology of Education》2011,32(2):169-183
This paper draws on data from a research project investigating gendered identities and interactions of high‐achieving students in Year Eight in England (12–13 years old), particularly in relation to students’ ‘popularity’ amongst their peers. As part of this study 71 students were interviewed from nine different schools in urban, rural and small town locations. From an analysis of participants’ conceptions of the characteristics of ‘popular’ and ‘unpopular’ students, this paper looks in depth at notions of in/authenticity and how it is perceived and judged in relation to the self and others. In particular, the paper focuses on the genderedness of such discourses of in/authenticity as constructed by these students, and relates such concerns to theorizations of ‘impossible’ femininity. 相似文献
813.
Tanaka M Wekerle C Schmuck ML Paglia-Boak A;MAP Research Team 《Child abuse & neglect》2011,35(10):887-898
Objectives
Childhood maltreatment is a robust risk factor for poor physical and mental health. Child welfare youths represent a high-risk group, given the greater likelihood of severe or multiple types of maltreatment. This study examined the relationship between childhood maltreatment and self-compassion – a concept of positive acceptance of self. While not applied previously to a child welfare sample, self-compassion may be of value in understanding impairment among maltreatment victims. This may be most pertinent in adolescence and young adulthood, when self-identity is a focal developmental process.Methods
The present sample was drawn from the Maltreatment and Adolescent Pathways (MAP) Longitudinal Study, which followed randomly selected adolescents receiving child protection services across two years within an urban catchment area. Child maltreatment was assessed at baseline using the Childhood Trauma Questionnaire ( [Bernstein et al., 1994] and [Bernstein et al., 2003] ). Mental health, substance and alcohol use problems, suicide attempt, and self-compassion were assessed at the two-year follow-up point. There were 117 youths, aged 16–20 years (45.3% males) who completed the self-compassion scale (Neff, 2003). Bivariate correlations were computed between adolescent self-compassion and each form of self-reported maltreatment (physical abuse, sexual abuse, emotional abuse, emotional neglect, and physical neglect). Finally, hierarchical, stepwise regression was used to examine unique contributions of child maltreatment subtypes in predicting adolescent self-compassion, as well as maltreatment-related impairment.Results
Higher childhood emotional abuse, emotional neglect, and physical abuse were associated with lower self-compassion. Controlling for age and gender, emotional abuse was significantly associated with reduced self-compassion, even when the effects of emotional neglect and physical abuse were taken into account. Youths with low self-compassion were more likely to have psychological distress, problem alcohol use, and report a serious suicide attempt, as compared with those with high self-compassion. A number of maltreatment-related areas of impairment, identified by screening instruments, were significantly associated with lower self-compassion.Conclusion
Self-compassion may be a fruitful aspect of research to pursue in an effort to better understand the impact of childhood emotional abuse on adolescent functioning, particularly considering the under-researched group of those receiving child protective services. 相似文献814.
815.
Christine E. Wade Bruce A. Cameron Kari Morgan Karen C. Williams 《Distance Education》2011,32(3):383-396
Trust between group members has been suggested as an important part of small group work in online classrooms. Developing interpersonal relationships with group members may promote a sense of trust among them; however, research shows mixed results. The current study explored how students’ perceptions of the importance of interpersonal relationships in online groups affected their perceptions of trust and experiences within the group. Students enrolled in online classes that incorporated a group project were surveyed about their experiences with online group projects. Participants did not find interpersonal relationships as necessary in trust development. However, student gender and type (i.e., distance versus on-campus) were important factors in determining the type of experiences students had within their online groups. Males reported more negative experiences than females, and distance education students desired relationships with group members more than on-campus students. 相似文献
816.
Elena Neiterman Jelena Atanackovic Christine Covell Ivy Lynn Bourgeault 《Globalisation, Societies & Education》2018,16(4):395-408
ABSTRACTAccording to UNESCO, the number of international students worldwide will reach 7 million by 2020. This pilot study examined the Canadian stakeholders’ perspectives on migration and integration of international students enrolled in health professions’ studies in Canada. Qualitative interviews with representatives of migration, education, and health sector communities revealed that international students are a desirable group of immigrants, but their ‘non-immigrant’ status creates a unique set of disadvantages for those intending to stay in Canada. In conclusion, we discuss the role of institutional policy in migration and professional integration of international students in Canada and globally. 相似文献
817.
This paper looks at sources of frustration in students of “prerequisite” mathematics courses (PMC), that is, courses required
for admission into undergraduate programs in a large, urban, North American university. The research was based on responses
to a questionnaire addressed to students and interviews with students and instructors. In the design of the questionnaire
and the analysis of responses, an “institutional” theoretical perspective was taken, where frustration was conceived not only
as a psychological process but also as a situation experienced by participants in a concrete educational institution. Several
sources of frustration were identified as important in the group of respondents: the fast pace of the courses, inefficient
learning strategies, the need to change previously acquired ways of thinking, difficult rapport with truth and reasoning in
mathematics, being forced to take PMC, insufficient academic and moral support on the part of teachers, and poor achievement.
These sources of frustration are discussed from the point of view of their impact on the quality of the mathematical knowledge
that students develop in the PMC. Consideration is also given to the possibilities of improving the quality of this knowledge,
given the institutional constraints implicated in the sources of students’ frustration.
相似文献
Anna SierpinskaEmail: |
818.
Christine Stephen Sally Brown Peter Cope 《International Journal of Early Years Education》2001,9(3):193-205
This paper reports on research designed to explore alternative perspectives on playroom practice. Two perspectives on the role of practitioners were articulated. One was an outside, context-free perspective constructed in consultation with a group of experienced assessors of pre-school provision and presented as a Framework for Good Practice. Observations of acknowledged good practice (using the Framework as the observation tool) and interviews with practitioners supported its ready applicability to the range of pre-school settings typical in Scotland. The second perspective was an 'insider' view encapsulating the way in which practitioners think about their work in the playroom, their professional craft knowledge. The characteristics of each perspective and the insights that can be derived from each are discussed, along with the value of considering first the 'insider' perspective when staff are engaged in continuing professional development. Cet article fait état de recherches conçues dans le but d'explorer de nouvelles perspectives sur les pratiques en salle de jeux. Deux perspectives sur le rôle des praticiens ont été retenues. L'une consiste en une perspective externe, totalement dénuée de contextuatisation, élaborée en consultation avec un groupe d'inspecteurs d'établissements préscolaires expérimentés et présentée en tant que Structure de bonne pratique. Des observations de bonne pratique reconnue (se référant à cette Structure comme outil d'observation) ainsi que des entretiens auprès de praticiens sont venus étayer son application pratique dans la gamme d'établissement pré-scolaires typiques en Écosse. La seconde perspective représente une vue e interne f qui retrace la façon dont les praticiens réfléchissent àleur travail en salle de jeux, leurs connaissances professionnelles sur le terrain. Les caractéristiques de ces deux perspectives et les aperçus qui sont offerts sur chacune d'entre elles font l'objet de discussions. Est également débatue la validité d'introduire en premier la perspective e interne f dans le cadre d'un programme de formation continue éventuellement suivi par le personnel. Este artículo informa sobre una investigación diseñada para explorar las perspectivas alternativas sobre la práctica de los juegos en el aula. Se articulan dos perspectivas sobre el papel de los docentes. Una era una perspectiva externa, libre de contexto construida tras consultar a un grupo de asesores con experiencia en la disposición preescolar y presentada como un Marco para la Buena Práctica . Las observaciones de una reconocida buena práctica (usando el Marco como una herramienta de observación) y las entrevistas con los docentes apoyaron su pronta aplicación en el ámbito de los escenarios preescolares típicos en Escocia. La segunda perspectiva es una visión interna que engloba la manera en la que los docentes reflexionan sobre su trabajo en el aula de juego, el conocimiento profesional de su oficio. Se habla de las características de cada perspectiva y de las percepciones que pueden extraerse de cada una, junto con el valor que tiene considerar primero la perspectiva interna cuando los docentes están comprometidos con un continuo desarrollo profesional. 相似文献
819.
Michael Levere Patricia Del Grosso Jaime Thomas Amy L. Madigan Christine Fortunato 《Early education and development》2019,30(8):975-989
ABSTRACTThis study examined how partnerships between early care and education providers were developed and how they worked together to deliver comprehensive, high-quality services to infants and toddlers from low-income families. Survey data were collected from 220 Early Head Start (EHS) program directors and 386 child care center directors and family child care providers participating in EHS-child care partnerships. Research Findings: Nearly half of EHS programs chose partners with whom they had prior relationships, and most engaged them early (often before receiving the grant). Both EHS programs and child care providers described their relationships as mutually respectful and focused on similar goals. Through the partnerships, child care providers had access to professional development opportunities and offered children and families comprehensive services, such as health screenings. Practice or Policy: This study provided a nationally representative picture of EHS-child care partnerships. The findings suggest that strong relationships are foundational to the implementation of early care and education collaborations aimed at expanding access to high-quality care for infants and toddlers from low-income families. Collaborations are a potentially important policy lever that can help support the expansion of high-quality early care and education. 相似文献
820.
Karen M. La Paro Amy Van Schagen Elizabeth King Christine Lippard 《Early Childhood Education Journal》2018,46(4):365-375
High quality early childhood teachers have a wealth of knowledge and use a range of skills in their daily classroom practices, and research has consistently demonstrated the positive influence effective early childhood teachers have on children’s development and long-term outcomes. Given the importance of practicum experiences in the development of effective teachers, exploration and understanding of these experiences for early childhood teacher candidates is warranted. The relationship between the cooperating teacher and teacher candidate can be viewed as a central element in the experience; this relationship influences and is influenced by additional elements within the practicum experience, including: communication, beliefs, fit, knowledge and learning. In this article, each of these elements is explored, and the interrelatedness of the elements within the practicum experience is discussed. A systems perspective is used to describe the multiple elements of the practicum experiences in early childhood teacher preparation programs, not only to explore the practicum experience, but also to develop recommendations and a research agenda. 相似文献