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31.
Teacher turnover in urban schools is occurring at a breakneck pace; thus, it is important for us to understand the characteristics of teachers who stay and succeed in these settings. In order to address this need, this study examines the preparation and induction experiences of teachers who completed a Transition to Teaching – a funded urban apprenticeship program. Three research questions guided the study: (1) How do participants describe the characteristics that influence their five-year retention? (2) How do participants describe their success as teachers? and (3) How do participants describe the professional support they received in their preparation program and during the subsequent four years after completing the program? Quantitative and qualitative data via interviews, focus group, and an examination of teachers’ district performance scores were utilized, as a means of understanding teachers’ staying and impact power. Staying power refers to the ability to endure or last within challenging contexts by possessing strength enough to persevere. Impact power refers to their ability to influence student learning. Four assertions describe the factors influencing developing teachers who stay and have impact as they teach in challenging urban schools, suggesting that these teachers possess a strong work ethic, seek specific resources to improve pedagogy, have the knowledge and skills necessary to differentiate instruction, and seek teacher leadership opportunities in their schools. This study suggests several implications for teacher educators, educational leaders, administrators, and researchers working with new teachers in urban schools or with populations that are predominantly children of color. 相似文献
32.
David A. Walker Portia M. Downey Diane Kuehl 《Community College Journal of Research & Practice》2013,37(12):959-969
Using a teacher recruitment and preparation model, a unique partnership between PK–12 schools, a community college, and a university is examined. The focus is on the training and credentialing of future educators, particularly from underrepresented backgrounds, in an efficient and quality manner to assist in meeting the current PK–12 teacher shortage. Data indicate that the partnership is progressing towards, or has met, its targets in addressing said shortage. 相似文献
33.
Marc H. Bornstein Chun‐Shin Hahn Diane L. Putnick Joan T. D. Suwalsky 《Child development》2014,85(4):1346-1356
This four‐wave prospective longitudinal study evaluated stability of language in 324 children from early childhood to adolescence. Structural equation modeling supported loadings of multiple age‐appropriate multisource measures of child language on single‐factor core language skills at 20 months and 4, 10, and 14 years. Large stability coefficients (standardized indirect effect = .46) were obtained between language latent variables from early childhood to adolescence even when accounting for child nonverbal intelligence and social competence and maternal verbal intelligence, education, speech, and social desirability. Stability coefficients were similar for girls and boys. Stability of core language skill was stronger from 4 to 10 to 14 years than from 20 months to 4 years, so early intervention to improve lagging language is recommended. 相似文献
34.
James H. McMillan Gary T. Henry Diane Crosby Kent C. Dickey 《Educational Measurement》1995,14(1):15-21
Why is there an increased need for quantitative indicators of student socioeconomic status at the school level? What alternative approaches have been used to measure SES? Can principals accurately estimate the SES distribution of their student populations? How do their estimates correlate with other indexes o f family SES? 相似文献
35.
In May 2002, the Denison Memorial Library at the University of Colorado Health Sciences Center and the J. Otto Lottes Health Sciences Library at the University of Missouri-Columbia, with funding from the National Network of Libraries of Medicine-Midcontinental Region, embarked on a collaborative, real-time reference project using the 24/7 Reference, Inc., software package. This paper describes how the project was conceived, and includes details on the service hours, staffing, training, marketing, lessons learned, and future plans for the service. 相似文献
36.
Claudia E. Vergara Mark Urban-Lurain Henry Campa III Kendra S. Cheruvelil Diane Ebert-May Cori Fata-Hartley Kevin Johnston 《Innovative Higher Education》2014,39(2):93-107
Doctoral granting institutions prepare future faculty members for academic positions at institutions of higher education across the nation. Growing concerns about whether these institutions are adequately preparing students to meet the demands of a changing academic environment have prompted several reform efforts. We describe a professional development model designed to prepare the future faculty to integrate the multiple components of academic careers. The program emphasizes the study and application of effective teaching practices centered on student learning and assessment and expectations for faculty careers. We describe the impact of the program on its participants. 相似文献
37.
38.
Kohlberg's (1966) hypothesis that the attainment of gender constancy motivates children to attend to gender norms was reevaluated by examining these links in relation to age. Ninety-four 3- to 7-year-old children were interviewed to assess whether and how constancy mediates age-related changes in gender-related beliefs. As expected, results indicated a general pattern of an increase in stereotype knowledge, the importance and positive evaluation of one's own gender category, and rigidity of beliefs between the ages of 3 and 5. Moreover, the stability phase, rather than full constancy, mediated some of these relations. After age 5, rigidity generally decreased with age, with relations primarily mediated by consistency. 相似文献
39.
Diane M. Martin 《Journal of Applied Communication Research》2004,32(2):147-170
Women in middle management continue to face multiple paradoxes arising from their structural and gendered locations that add to the uncertainty of negotiating organizational life. Investigating the lived experiences of women middle managers can illuminate the constraints and paradoxes endemic to organizing, for such experiences foreground tensions at the intersection of structure, identity, agency, and power. Specifically, this contextual investigation of conversational humor explores links between organizational status, gender, and paradox. In so doing, it demonstrates how women can use humor to negotiate managerial identities and to navigate organizational life. This study uncovers nuanced and important communication tactics of middle management women. This study also reveals the value of investigating the complex convergence of humor, gender, and organizational communication theory. 相似文献
40.
Children at risk for early reading difficulties were identified on entry into kindergarten, and half of these children received small-group intervention two to three times a week during their kindergarten year. The other half received whatever remedial assistance was offered by their home schools. These children were again assessed at the beginning of first grade, and those who continued to have difficulties in reading received either one-to-one daily tutoring offered by project teachers from the beginning to the end of first grade or whatever remedial assistance was offered by their home schools over the same time period. All target children were periodically assessed through the end of third grade. Results suggest that either kindergarten intervention alone or kindergarten intervention combined with first-grade intervention are both useful vehicles for preventing early and long-term reading difficulties in most at-risk children. 相似文献