全文获取类型
收费全文 | 13432篇 |
免费 | 203篇 |
国内免费 | 17篇 |
专业分类
教育 | 9878篇 |
科学研究 | 909篇 |
各国文化 | 266篇 |
体育 | 1063篇 |
综合类 | 4篇 |
文化理论 | 176篇 |
信息传播 | 1356篇 |
出版年
2022年 | 69篇 |
2021年 | 116篇 |
2020年 | 203篇 |
2019年 | 324篇 |
2018年 | 415篇 |
2017年 | 453篇 |
2016年 | 446篇 |
2015年 | 320篇 |
2014年 | 358篇 |
2013年 | 3061篇 |
2012年 | 321篇 |
2011年 | 336篇 |
2010年 | 314篇 |
2009年 | 283篇 |
2008年 | 396篇 |
2007年 | 302篇 |
2006年 | 288篇 |
2005年 | 293篇 |
2004年 | 243篇 |
2003年 | 264篇 |
2002年 | 264篇 |
2001年 | 204篇 |
2000年 | 191篇 |
1999年 | 183篇 |
1998年 | 149篇 |
1997年 | 165篇 |
1996年 | 166篇 |
1995年 | 177篇 |
1994年 | 170篇 |
1993年 | 140篇 |
1992年 | 167篇 |
1991年 | 179篇 |
1990年 | 161篇 |
1989年 | 144篇 |
1988年 | 126篇 |
1987年 | 130篇 |
1986年 | 117篇 |
1985年 | 134篇 |
1984年 | 116篇 |
1983年 | 144篇 |
1982年 | 125篇 |
1981年 | 132篇 |
1980年 | 117篇 |
1979年 | 132篇 |
1978年 | 115篇 |
1977年 | 93篇 |
1976年 | 86篇 |
1975年 | 84篇 |
1974年 | 67篇 |
1973年 | 61篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
61.
David Ansong Sarah R. Eisensmith Rainier D. Masa Gina A. Chowa 《Psychology in the schools》2016,53(10):1057-1070
Self‐efficacy is a universal construct, but few validated measures exist for researchers in developing countries to use in assessing youths’ perceptions of their ability to achieve academic success. This study examined the cross‐cultural suitability and psychometric properties of an academic self‐efficacy scale (ASES) adapted for the Ghanaian context. ASES construct validity was assessed with a sample of 4,289 Ghanaian junior high‐school students and exploratory and confirmatory factor analysis. Invariance testing assessed the scale's measurement equivalence by gender and temporal stability of gender equivalence. The ASES is a valid, reliable one‐dimensional scale for assessing young Ghanaians’ perceptions of their academic capabilities, and it works equally well across genders. As adapted, ASES is a valid scale with utility for researchers examining predictors and effects of academic self‐efficacy. The ASES has important implications for decisions regarding investment in programs aimed at improving academic self‐efficacy of youth, both in sub‐Saharan Africa and the increasingly diverse American public schools. 相似文献
62.
63.
Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices
下载免费PDF全文
![点击此处可从《British Journal of Special Education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Sultan Kilinc Kathleen Farrand Kathryn Chapman Michael Kelley Jenny Millinger Korbi Adams 《British Journal of Special Education》2017,44(4):431-447
This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment. 相似文献
64.
James Miles 《Teaching Artist Journal》2016,14(1):46-48
James Miles writes about his transition from teaching artist to administration. Is it for everyone? 相似文献
65.
66.
67.
68.
ABSTRACTThe shifting constitution of journalists as humanitarian actors has profound implications for changing forms of journalism practice, as well as for the normative models through which journalists understand and reflect on that practice. In an effort to develop a more empirically-grounded engagement with change, this article explores the interview testimonies of Australian journalists who cover international and humanitarian issues. It argues that frameworks reliant on stark oppositions (between past and present, optimism and pessimism, or moral agency and material structure) are both empirically and practically problematic, and seeks to move beyond these. Engagement with data from semi-structured interviews offers insight into how journalists’ perceptions of and responses to change are shaped by the historical and shifting institutional relations in which they are implicated. 相似文献
69.
70.