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991.
This paper considers teachers' perspectives on effective school leadership. It draws upon the findings from a study of effective leadership conducted by a research team from the University of Nottingham [1]. This research study considered effective leadership from the perspectives of different stakeholders within the English schooling system. This provided an opportunity to analyse leadership in a holistic way and to consider leadership from a variety of different perspectives. 相似文献
992.
David S. Honeyman James Berry Christopher M. Mullin 《Community College Journal of Research & Practice》2013,37(6):449-452
At the Community College Futures Assembly, 3 critical discussion groups, each organized by an area of focus, conceptualized “New Rules” guiding the operation of community colleges. Utilizing 55 “New Rules for Business” provided by the keynote speaker Mark N. Vamos, each group identified 2–3 New Rules relevant to community college leadership in the future, suggested how they may be resolved, and then suggested areas for future research. Assembly participants were provided the opportunity to electronically vote as to which New Rules they felt were relevant to community college leaders in the coming years. Results were simultaneously displayed, allowing conference attendees to receive real-time feedback of the participant perceptions. 相似文献
993.
Brooke Soden-Hensler Jeanette Taylor Christopher Schatschneider 《Scientific Studies of Reading》2013,17(5):457-474
Understanding how the etiology of print awareness and phonological awareness are related to the etiology of decoding can provide insights into the development of word reading. To address this issue, we examined the degree of overlap among etiological influences of prereading skills in 1,252 twin pairs in kindergarten. Genetic, shared environmental, and nonshared environmental factors were significant for all three literacy phenotypes. The majority of genetic and shared environmental influence on decoding was due to common factors that included print awareness and phonological awareness. Notably, only a single genetic factor contributed to all three literacy phenotypes, but there was additional shared environmental influence common to phonological awareness and decoding. Findings suggest commonalities in the etiology of prereading literacy skills that could inform work on the development of reading skill. 相似文献
994.
Rollanda E. O'Connor Gabriel Gutierrez Kerri Teague Christopher Checca Jennifer Sun Kim Tzu-Hua Ho 《Scientific Studies of Reading》2013,17(2):134-162
In this study we compared effects of practice time reading aloud to an adult on improvement in reading rate and comprehension. Eighty-one poor readers in 2nd and 4th grade, including 38 English Learner students (ELs), served as their own controls by participating in two practice conditions, each 3 times per week for 7 weeks: (a) 10 min reading aloud one-to-one to an adult listener and (b) 20 min reading aloud one-to-one. Repeated measures analysis of variance showed that 20 min of practice was better than 10 min for 4th graders, but not for 2nd graders, and gains in rate accelerated across the 14 weeks of practice. We found no differences in rate gains across conditions between ELs and native English speakers. After controlling for pretests, reading rate at posttest, along with vocabulary, contributed significant variance to reading comprehension outcomes. 相似文献
995.
Research Findings: The focus of this study was to construct and validate 12 brief early numeracy assessment tasks that measure the skills and concepts identified as key to early mathematics development by the National Council of Teachers of Mathematics (2006) and the National Mathematics Advisory Panel (2008)—as well as critical developmental precursors to later mathematics skills noted in the Common Core State Standards (2010). Participants were 393 preschool children ages 3 to 5 years old. Measure development and validation occurred through 3 analytic phases designed to ensure that the measures were brief, reliable, and valid. These measures were 1-to-1 counting, cardinality, counting subsets, subitizing, number comparison, set comparison, number order, numeral identification, set-to-numerals, story problems, number combinations, and verbal counting. Practice or Policy: Teachers have extensive demands on their time, yet they are tasked with ensuring that all students’ academic needs are met. To identify individual instructional needs and measure progress, they need to be able to efficiently assess children’s numeracy skills. The measures developed in this study not only are reliable and exhibit evidence of validity but also are easy to use and can be utilized for measuring the effects of targeted instruction on individual numeracy skills. 相似文献
996.
Christopher Brown 《Early education and development》2013,24(1):151-177
Research Findings: The emergence of standards-based accountability reforms in early childhood education has created new challenges for the field. This article presents findings from a case study that explored how stakeholders in a large urban pre-kindergarten program struggled to implement an assessment tool that aligned the normative academic achievement expectations found among their teachers and administrators with the absolute measures of this construct found in their state policymakers' high-stakes standards-based accountability reforms. Analyzing the tension that emerged in this process of alignment highlights the challenges early educators face as they fold their child-centered programs into these larger high-stakes standards-based kindergarten through grade 12 education systems. Practice and Policy: The findings from this study illuminate the need for early childhood education programs to understand how high-stakes standards-based accountability reforms define student achievement. Furthermore, as early childhood programs and personnel address these reforms, their responses need to be explicit about how their assessment measures are connected to their normative conceptualizations of student achievement and what this means for the education of children in their programs. 相似文献
997.
998.
Christopher J. Schreck 《Journal of Criminal Justice Education》2013,24(4):477-478
AbstractAlthough journal outlets are beginning to put forth explicit criteria that define authorship, studies have also found that there are nonetheless components of authorship philosophies that remain interactional and culturally defined among members of particular scientific communities. In line with other scientific fields, authorship practices and philosophies are central to publishing in criminology. By drawing from a set of 40 interviews with elite scholars in the field, this paper investigates authorship philosophies prominent in criminology. This paper contributes to knowledge on criminological research practices in two ways. First, this paper contributes to the scant literature on authorship in criminology by investigating cultural definitions of what constitutes authorship right and order. Second, this paper contrasts widespread notions of scientific literate practices as being universal and instead builds on a body of work suggesting that literate practices in scientific communities are culturally defined. 相似文献
999.
Christopher Schatschneider Wendy Peia Oakes Jemma Robertson Kalberg 《Educational Assessment》2013,18(3):185-203
This research attempted to discover the degree to which performance on assessments that have no direct consequences for individual students can be attributed to students' motivational states in addition to their underlying achievement in the domains measured. If such findings were reliable, it would allow us to correct underestimates of domain performance due to lack of motivation. Such corrections would be extremely interesting in explaining differential subgroup performance in state or national assessments that have institutional but not individual consequences. Recent information on international assessments (e.g., the Third International Mathematics and Science Study [TIMSS]) indicates that 12th-grade students in the United States are doing poorly on such assessments compared with their peers in other countries. These poor results are usually attributed to cognitive factors such as students' opportunities to learn, etc. However, a partial explanation may be motivational. Because the low-stakes tests were administered in these 12th-graders' final year in high school, this timing may have negatively affected motivation, and thus performance. Using TIMSS released math items, we provided $10.00 per item correct so as to increase a motivational effect and thus increase performance. However, the monetary incentive was not effective in improving performance. 相似文献
1000.
Will J. Jordan Linda Cavalluzzo Christopher Corallo 《Community College Journal of Research & Practice》2013,37(9):729-749
The research reported in this paper examined a set of innovative high school programs on community college campuses. Specifically, a full-time dual enrollment program and 4 middle college high schools were studied. The authors used in-depth interviews and observational data to investigate the structure, processes, and perceptions of effectiveness of the programs. The study found multiple missions for these programs and identified common features that appear to play an important role in their formation and relative success. Although constituent perceptions of effectiveness were overwhelmingly positive, the programs did not systematically collect and analyze empirical evidence of their effectiveness. 相似文献