全文获取类型
收费全文 | 1058篇 |
免费 | 33篇 |
专业分类
教育 | 907篇 |
科学研究 | 25篇 |
各国文化 | 19篇 |
体育 | 48篇 |
文化理论 | 2篇 |
信息传播 | 90篇 |
出版年
2023年 | 6篇 |
2022年 | 9篇 |
2021年 | 6篇 |
2020年 | 17篇 |
2019年 | 38篇 |
2018年 | 37篇 |
2017年 | 45篇 |
2016年 | 49篇 |
2015年 | 30篇 |
2014年 | 44篇 |
2013年 | 253篇 |
2012年 | 30篇 |
2011年 | 25篇 |
2010年 | 23篇 |
2009年 | 39篇 |
2008年 | 33篇 |
2007年 | 28篇 |
2006年 | 37篇 |
2005年 | 32篇 |
2004年 | 36篇 |
2003年 | 19篇 |
2002年 | 23篇 |
2001年 | 29篇 |
2000年 | 17篇 |
1999年 | 19篇 |
1998年 | 15篇 |
1997年 | 9篇 |
1996年 | 17篇 |
1995年 | 14篇 |
1994年 | 15篇 |
1993年 | 14篇 |
1992年 | 9篇 |
1991年 | 10篇 |
1990年 | 11篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 8篇 |
1985年 | 7篇 |
1984年 | 5篇 |
1983年 | 6篇 |
1982年 | 2篇 |
1981年 | 8篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1976年 | 1篇 |
1968年 | 1篇 |
排序方式: 共有1091条查询结果,搜索用时 31 毫秒
31.
32.
Herbert H. Severson Marianne Pickett Deborah J. Hetrick 《Psychology in the schools》1985,22(2):179-186
One hundred eighty-one experienced teachers (elementary and junior high), and 189 preservice teachers were surveyed regarding their perceptions of school psychologists. The survey instrument used essentially the same categories as Styles in 1965, including: (a) level of training, (b) effectiveness, (c) qualifications for tasks, and (d) usefulness in specific duties. Analysis of the survey data showed there were significant differences between preservice and experienced teachers' effectiveness ratings of school psychologists on eight tasks typically performed by school psychologists. Significant differences also were found between preservice and experienced teachers on their ratings of school psychologists' qualifications to undertake specific tasks, although almost half of the experienced teachers were unable to rate the effectiveness of school psychologists. There was a small, but significant, negative relationship between the amount of contact with the school psychologist and the perceived effectiveness. Limitations inherent in survey methodology and the need to foster greater teacher awareness of the school psychologist's role are discussed. 相似文献
33.
Abstract We designed a survey to assess whether 40 randomly selected individuals, equally divided across two settings (ICF/MR, minigroup home), differed in the amounts of time spent in the community, the people with whom unstructured activities were performed, and the choice maker of unstructured activities performed in the community or in homes. Time spent in unstructured activities was divided into four subsets: performed by self, with a peer, with staff, and with family. An analysis of variance (ANOVA) indicated that individuals living in ICF/MR homes spent more time in the community with staff and made fewer choices of their unstructured activities than those living in minigroup homes. The analyses also indicated that for those retaining their own legal guardianship and living in ICF/MR homes continued to spend less time in activities they chose themselves. Of those variables reaching statistical significance, we questioned meaningful interpretations based on alternative interpretations of the raw data. 相似文献
34.
35.
Researchers in the area of educational effectiveness should attempt to develop a new theoretical framework. A critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: (a) be multilevel in nature, (b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, (c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based, and (d) define relations among the effectiveness factors. In principle, each factor that refers to the classroom, school, and system, can be measured by taking into account five dimensions: frequency, focus, stage, quality, and differentiation. Examples of measuring effectiveness factors operating at different levels using these 5 dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given, since this is seen as the starting point for the development and the testing of the dynamic model. Finally, suggestions for the next steps in the development of other parts of the model are provided. 相似文献
36.
37.
Deborah Linebarger Jessica Taylor Piotrowski Charles R. Greenwood 《Journal of Research in Reading》2010,33(2):148-167
Children living in poverty are 1.3 times as likely as non‐poor children to experience reading difficulties and lack key oral experiences that contribute to early literacy development. The purpose of this research was to study the effects of viewing commercially available educational television with closed captions. Seventy second‐ and third‐grade economically disadvantaged children living in urban locations participated in this experimental research design. Children were randomly assigned to view videos with or without closed captions. Captions helped children recognise and read more words, identify the meaning of those words, generate inferences regarding programme content and transfer these skills to a normative code‐related skill task. Risk status moderated word recognition performance: those at risk benefited from captions while those who were not at risk recognised more words when captions were absent. 相似文献
38.
39.
Daro D 《Child abuse & neglect》2002,26(11):1131-1133
40.