全文获取类型
收费全文 | 1195篇 |
免费 | 38篇 |
专业分类
教育 | 1025篇 |
科学研究 | 26篇 |
各国文化 | 19篇 |
体育 | 59篇 |
文化理论 | 7篇 |
信息传播 | 97篇 |
出版年
2023年 | 6篇 |
2022年 | 8篇 |
2021年 | 8篇 |
2020年 | 20篇 |
2019年 | 42篇 |
2018年 | 38篇 |
2017年 | 50篇 |
2016年 | 49篇 |
2015年 | 32篇 |
2014年 | 45篇 |
2013年 | 282篇 |
2012年 | 33篇 |
2011年 | 29篇 |
2010年 | 28篇 |
2009年 | 44篇 |
2008年 | 35篇 |
2007年 | 29篇 |
2006年 | 40篇 |
2005年 | 35篇 |
2004年 | 38篇 |
2003年 | 22篇 |
2002年 | 27篇 |
2001年 | 32篇 |
2000年 | 20篇 |
1999年 | 21篇 |
1998年 | 18篇 |
1997年 | 13篇 |
1996年 | 17篇 |
1995年 | 17篇 |
1994年 | 18篇 |
1993年 | 15篇 |
1992年 | 12篇 |
1991年 | 13篇 |
1990年 | 14篇 |
1989年 | 7篇 |
1988年 | 5篇 |
1987年 | 3篇 |
1986年 | 8篇 |
1985年 | 9篇 |
1984年 | 7篇 |
1983年 | 7篇 |
1982年 | 3篇 |
1981年 | 8篇 |
1980年 | 2篇 |
1979年 | 7篇 |
1978年 | 3篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 3篇 |
排序方式: 共有1233条查询结果,搜索用时 15 毫秒
961.
Reading and Writing - Research on parent–child shared book reading (SBR) has focused primarily on a single reading of a book and on the reading of the text itself. Yet parents often... 相似文献
962.
This article examines the legacy of segregation and desegregation in the town of Parsons, Kansas. We argue that school desegregation,
the goal of which was to increase access and equalize educational opportunities for African Americans, did not have that desired
affect. Fifty years after the closing of the all-Black Douglass School, Parsons’ citizens had not openly acknowledged the
effects this event had on the African American community. Three generations later, African American student achievement still
lags behind that of White students. These unresolved issues have contributed to a number of losses in the Black community,
including loss of Black teachers and loss of talented Black young people. We use theories of social capital and cultural capital
as a framework to illustrate how White, middle class students had greater access to school resources, and to identify the
social and cultural resources within the Black community that the school district could build upon, such as strong leadership
and a sense of resolve and resiliency.
相似文献
Jean A. PattersonEmail: |
963.
This paper discusses a student-centred learning and teaching approach, ‘Marketing Downloads’, designed to support students in transition into Higher Education. The move from secondary to tertiary education can be stressful for students and it impacts on their academic performance, their social life and general sense of well-being. Marketing Downloads was designed with transition in mind and involves students initiating their own research to demonstrate the link between theory and real-world business practice, presenting their work and instigating a debate. Evaluation of data from five focus groups suggests that the social nature, the secure environment, the student-centred aspect and the links with the outside world help students understand the difference between secondary and tertiary education and ultimately contribute to a smooth transition. Recommendations for learning and teaching initiatives focus on these four aspects: a safe classroom environment, social networks, student-centred exercises and creating links to the outside world. 相似文献
964.
Steven M. Ross Deborah McCormick Nancy Krisak Padma Anand 《Educational technology research and development : ETR & D》1985,33(3):169-178
The present paper examines a strategy intended to facilitate mathematics learning by adapting the context of instructional material to students’ backgrounds and interests. In four validation studies, the strategy was implemented through teacher management, using college students learning statistical probability rules as subjects. Achievement and attitude outcomes consistently favored treatment groups who received the adaptive contexts over control groups. The culmination of this research is the development of a computer-assisted model to increase the strategy’s practicality and sensitivity to learner differences. The computer model uses stored information about each student to personalize explanations and story examples on a fractions unit. 相似文献
965.
Three experiments considered the development of perceptual causality in children from 3 to 9 years of age (N = 176 in total). Adults tend to see cause and effect even in schematic, two-dimensional motion events: Thus, if square A moves toward B, which moves upon contact, they report that A launches B--physical causality. If B moves before contact, adults report that B tries to escape from A--social or psychological causality. A brief pause between movements eliminates such impressions. Even infants in the first year of life are sensitive to causal structure in both contact and no-contact events, but previous research with talking-age children found poor verbal reports. The present experiments used a picture-based forced-choice task to reduce linguistic demands. Observers saw eight different animations involving squares A and B. Events varied in whether or not these agents made contact; whether or not there was a delay at the closest point; and whether they moved rigidly or with a rhythmic, nonrigid "caterpillar" motion. Participants of all ages assigned events with contact to the physical domain and events without contact to the psychological domain. In addition, participants of all ages chose causality more often for events without delay than with delay, but these events became more distinct over the preschool range. The manipulation of agent motion had only minor and inconsistent effects across studies, even though children of all ages considered only the nonrigid motion to be animal-like. These results agree with the view that perceptual causality is available early in development. 相似文献
966.
Despite Minnesota's reputation for quality child care, recent changes in legislation and the impact of changing needs have raised concerns about the quality of child care available in the state. This paper presents an overview of Minnesota's current child care system including structural indicators of program quality such as licensing standards, staff wages, turnover, educational level, and program accreditation. The current situation is characterized by high levels of staff turnover, low wages, low levels of program accreditation, and increasing numbers of variances for child care licenses, all of which are disadvantageous to providing high quality child care to Minnesota's children. Efforts to decrease turnover through higher salaries and increase staff educational levels through tuition vouchers are explored. We find that there are a number of ways in which states can support quality child care, but stricter licensing standards are not likely to be sufficient by themselves. 相似文献
967.
This article is the second of a two-part series that examines the utility of higher education research to help guide campus-based interventions to enhance institutional effectiveness. This second article outlines programmatic efforts undertaken to enhance the quality of the first-year experience for new students. It also describes the impact of these interventions on the first-year student experience. The article closes with a summary of the lessons learned from these efforts and delineates a series of recommendations for higher education administrators interested in using the research literature to enhance institutional effectiveness. 相似文献
968.
Children with moderate learning disabilities often fail to qualify for special education programs in public schools, but are
ill-suited for placement in private schools concerned with the severely disabled. Parents of such children may place their
hopes in the promises of private teachers or clinics. Yet the quality of services provided in the private sector varies widely.
This paper describes a model program against which parents and private service providers can measure the strengths and weaknesses
of the programs they are concerned with. The model places special emphasis on thorough evaluation, frequent reevaluation,
staff accountability, program flexibility, and recognition of the parents’ role in the child’s education. 相似文献
969.
Deborah Seltzer-Kelly 《Educational theory》2008,58(3):289-304
A bstract . Our society's preoccupation with making educational policy and practice "scientific" is attested to by the stated mission of the Institute of Education Sciences: "to provide rigorous evidence on which to ground education practice and policy." Early in the twentieth century, John Dewey also advocated for a vision of education guided by science, and more recent scholarship has validated many of his ideas. However, as Deborah Seltzer-Kelly argues in this essay, Dewey's vision of a scientifically based system of education was very different from that envisioned by the IES, and also very different from that implied by the progenitor of contemporary evolutionary thought, Donald Campbell. Seltzer-Kelly proposes a Deweyan Darwinist model of educational method as a genuinely scientific alternative to the scientism that pervades current official efforts to imbue education with science. The implications of this model are profound, highlighting the difference between education as preparation for consent to authoritarian structures and education as preparation for genuinely democratic participation. 相似文献
970.
Neuropsychology may be described as the study of brain‐behavior relationships (National Academy of Neuropsychology [NAN], 2001). Clinical neuropsychology represents the application of knowledge of the intricacies of these relationships to individual cases. Several authors have advocated for the application of neuropsychology to the public schools, a specialty some have called “school neuropsychology” (D'Amato, 1990; Hynd & Obrzut, 1981). This area of study represents the application of neuropsychological knowledge to help understand (a) childhood behavior, (b) individual student strengths and needs, (c) how students learn, and (d) how teaching can be linked to brain‐based instructional practices (D'Amato, Fletcher‐Janzen, & Reynolds, 2005b; Hale & Fiorello, 2004; Sousa, 2006). Since the term was initially introduced by Hynd and Obrzut, considerable debate has arisen regarding training, credentialing, and the professional identity of this specialty (Crespi & Cooke, 2003; Parrish, 2005; Pelletier, Hiemenz, & Shapiro, 2004). This article briefly reviews the history of neuropsychology applied to work with children, describes credentialing and training of professionals trained in both school psychology and neuropsychology, presents models of applying neuropsychology within the school setting, and outlines potential benefits of using a neuropsychologically based Response‐to‐Intervention model in the schools. © 2008 Wiley Periodicals, Inc. 相似文献