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 32 毫秒
971.
972.
Effective inclusive education: Equipping education professionals with necessary skills and knowledge
As a result of educational reforms, students with disabilities are educated in inclusive settings to a greater degree than
ever before. Regrettably, many teachers report that they feel unprepared to work effectively with these students. Because
teacher effectiveness is strongly linked to student outcomes, these perceptions of inadequacy are clearly problematic. Improved
teacher preparation is a necessity. Yet, teacher educators face their own challenges when trying to keep up with current literature
and a rapidly expanding knowledge base. Web-based technology offers solutions to some of these challenges, yet not all Web-based
resources are valid or reliable. The IRIS Center for Training Enhancements, funded by the U.S. Department of Education, provides
free online resources for those working with struggling learners and students with disabilities. The resources are developed
in collaboration with leading educational researchers, are highly rated, and are heavily used in multiple countries to improve
the quality of teacher education. 相似文献
973.
Deborah Rivas‐Drake Adriana J. Umaña‐Taylor David R. Schaefer Michael Medina 《Child development》2017,88(3):710-724
The current study examined how adolescents' ethnic‐racial identity (ERI) informed the demographic diversity of their friendship network (Goal 1) and the extent of similarity between adolescents' and their friends' ERI (Goal 2). Participants were sixth and seventh grade students (N = 353; Mage = 11.88, SD = .73; 50% girls; 29% African American, 31% White, 13% Latino) in the Midwestern U.S. Results from longitudinal cross‐lagged models (Goal 1) indicated that having more diverse friendships at T2 was associated with greater T3 ERI exploration among all youth. In addition, boys who reported higher ERI resolution at T1 had more diverse friendships at T2. Furthermore, findings from longitudinal social network analyses (SNA; Goal 2) suggested that influence drove similarity between adolescents and their friends in ERI exploration and resolution. 相似文献
974.
Classroom and School Predictors of Civic Engagement Among Black and Latino Middle School Youth 下载免费PDF全文
Robert J. Jagers Fantasy T. Lozada Deborah Rivas‐Drake Casta Guillaume 《Child development》2017,88(4):1125-1138
This study used short‐term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and classroom practices, and equitable school climate were associated with higher scores on each civic engagement component. The relation between classroom practices and civic attitudes was more robust when school climate was seen as more equitable. Longitudinally, homeroom practices and equitable school climate predicted higher civic attitudes 1 year later. Discussion focuses on civic attitudes and future research on school experiences that support civic engagement among youth of color. 相似文献
975.
Lauren Eales Sarah Gillespie Reece A. Alstat Gail M. Ferguson Stephanie M. Carlson 《Child development》2021,92(5):e866-e882
This mixed methods study examined parent-reported child screen media use before and during the COVID-19 pandemic by examining 2019–2020 changes in parent perceptions of media, screen media use (SMU), and problematic media use (PMU) in children aged 2–13 years (N = 129; 64 boys, 64 girls, 1 nonbinary; 90.7% White, 4.6% Hispanic/Latino, 0.8% Black, 8.5% multiethnic; primarily middle-to-high income). Quantitative analyses showed a significant SMU and PMU increase (medium effect size). There was a steeper increase in PMU among school-age (older) children. Together, the qualitative and quantitative results suggest that the PMU and SMU increase were influenced by distal, proximal, and maintaining factors including the COVID-19 pandemic, distance learning, child behaviors, other children, parental mediation, and positive media reinforcement. 相似文献
976.
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
977.
978.
Alamprese JA Macarthur CA Price C Knight D 《Journal of research on educational effectiveness》2011,4(2):154-172
This article reports the results from a randomized control field trial that investigated the impact of an enhanced decoding and spelling curriculum on the development of adult basic education (ABE) learners' reading skills. Sixteen ABE programs that offered class-based instruction to Low-Intermediate level learners were randomly assigned to either the treatment group or the control group. Reading instructors in the 8 treatment programs taught decoding and spelling using the study-developed curriculum, Making Sense of Decoding and Spelling (MSDS), and instructors in the 8 control programs used their existing reading instruction. A comparison group of 7 ABE programs whose instructors used K-3 structured curricula adapted for use with ABE learners were included for supplemental analyses. Seventy-one reading classes, 34 instructors, and 349 adult learners with pre- and posttests participated in the study. The study found a small but significant effect on one measure of decoding skills, which was the proximal target of the curriculum. No overall significant effects were found for word recognition, spelling, fluency, or comprehension. Pretest to posttest gains for word recognition were small to moderate, but not significantly better than the control classes. Adult learners who were born and educated outside of the U.S. made larger gains on 7 of the 11 reading measures than learners who were born and educated within the U.S. However, participation in the treatment curriculum was more beneficial for learners who were born and educated in the U.S. in developing their word recognition skills. 相似文献
979.
980.
Deborah Faye Carter 《Research in higher education》1999,40(1):17-41
This study examines the effects of individualcharacteristics, institutional characteristics andexperiences, and financial aid measures onAfrican-American and white college students' degreeaspirations. The main theoretical foundations for this studyare the status attainment models developed in the early1970s and Weidman's (1989) model of undergraduatesocialization. The study used the BeginningPostsecondary Students (BPS:90/92) data set, and the findingsshow that regression models between the two groups havemany similarities: Students' aspirations are mostly theresult of socioeconomic factors, initial degree aspirations, and institutional characteristics.Financial aid measures are not significant predictors ofaspirations for African-American students, although workstudy awards and fewer hours per week spent working significantly affect white students'aspirations. There are quite a few differences betweenthe groups' regression models. For instance,intellectual selfconfidence has opposite effects onaspirations for African-American and white students.African-American enrollment and faculty contactpositively affect AfricanAmerican students' aspirations,while tuition cost and peer contact have positiveeffects on white students' aspirations. 相似文献