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551.
Head Start programs are required to set aside at least 10% of program slots for children with disabilities, but the percentage of children with disabilities served varies depending on the criteria used and source of the information. This study used the Head Start Family and Child Experiences Survey (FACES) 2000 data for a nationally representative sample to identify subgroups of children meeting three different criteria for having a disability or developmental delay. Results indicated that about one-third of children in Head Start (33%) met one or more of the criteria for a disability or delay, about one-third of those children (33%) met criteria for two or for all three of the subgroups. However, only 8% of children in Head Start had an Individualized Education Program (IEP). Children with disabilities or delays, regardless of the subgroup criteria used, had higher levels of many other risk factors associated with poor developmental and school readiness outcomes. They also exhibited poorer performance on early literacy, social, and behavioral measures both at entry into Head Start and at the end of kindergarten compared with children not in each of those subgroups. Implications of the findings for screening and assessment, serving children in Head Start programs, and the need for linkages between Head Start programs and the preschool special education system are discussed. 相似文献
552.
553.
Mark M. D’Amico Sandra L. Dika Theodore W. Elling Bob Algozzine Donna J. Ginn 《Research in higher education》2014,55(4):370-399
The purpose of this study was to explore academic and social integration and other outcomes for community college transfer students. The study used Tinto’s (Leaving college: Rethinking the causes and cures of student attrition, 1993) Longitudinal Model of Institutional Departure and Deil-Amen’s (J Higher Educ, 82:54–91, 2011) concept of “socio-academic integrative moments” to inform the selection and organization of potential predictors. We developed regression models for relationships between demographic and background variables of interest and perceived academic and social integration following the first six weeks at the receiving university. We also included these perceived integration scores in regression models for six outcomes (first and second semester grade point average, first and second semester earned hours ratios, and second and third semester persistence). Academic and previous college background explained the greatest amount of variance in predicting early integration and academic outcomes. 相似文献
554.
Study abroad might be associated primarily with humanities or business majors, but San Diego State University has mandated an international experience for all its health and human services students. Here's why. 相似文献
555.
Retired educators and other older adults can be influential advocates for K-12 education about aging, by promoting balanced and accurate education related to aging across grade levels and core disciplines. This article presents the processes, outcomes, and evaluation of a pilot project involving retired educators in Colorado and Montana. The experiences from this pilot project can help guide future efforts of retired older adults to increase teacher awareness of the need for K-12 education about aging. 相似文献
556.
John M. Eckert Donna R. Falvo William Crimando T. F. Riggar 《Educational gerontology》2013,39(8):743-752
We report findings on learner retention and satisfaction as a result of certified ombudsperson volunteer (COV) training. Specifically, two research questions were addressed. First, did individuals who completed COV training learn the content? The result of the analysis was significant. Second, were individuals who completed COV training satisfied with its content? Survey results indicated satisfaction with the content, format, and utility of the COV training. In addition, a review of the literature was conducted, and recommendations for further research are offered. 相似文献
557.
Food as a contextual cue in counterconditioning experiments: Is there a counterconditioning process?
In three experiments, counterconditioning was found to reduce fear less effectively than extinction. In Experiments 1 and 2, the resistance to extinction of avoidance was greater if food was given during extinction of fear to the CS than if no food was given, even when exposure to the CS and numbers of food and no food confinement trials were equated. It is suggested that these results could be attributed to contextual control of fear extinction by the food cue and/or to frustration produced by removing food for the counterconditioning group. Experiment 3 also found counterconditioning to be less effective than extinction and provided evidence that this difference occurs because of contextual control of fear extinction by the food cue. Measuring conditioned suppression of licking, in a test with no food present, less fear was shown if no food had been present during fear extinction, and greater fear was shown if no food had been present during fear conditioning. These results indicate that food is an important part of the context controlling fear and fear extinction. It is suggested that there may be no unique counterconditioning process. Rather, when counterconditioning procedures are employed, rules governing interference paradigms in general may apply. Thus, in a test for fear following counterconditioning, fear will be shown to the extent the test situation is similar to that in which fear conditioning occurred rather than that in which fear reduction occurred. 相似文献
558.
Donna Cross Leanne Lester Natasha Pearce Amy Barnes Shelley Beatty 《The Journal of educational research》2018,111(3):255-267
Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents’ knowledge, self-efficacy, attitudes, and skills related to parent–child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents’ self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying. 相似文献
559.
Wikipedia is known as a free online encyclopedia. Wikipedia uses largely transparent writing and editing processes, which
aim at providing the user with quality information through a democratic collaborative system. However, one aspect of these
processes is not transparent—the identity of contributors, editors, and administrators. We argue that this particular lack
of transparency jeopardizes the validity of the information being produced by Wikipedia. We analyze the social and ethical
consequences of this lack of transparency in Wikipedia for all users, but especially students; we assess the corporate social
performance issues involved, and we propose courses of action to compensate for the potential problems. We show that Wikipedia
has the appearance, but not the reality, of responsible, transparent information production.
This paper’s authors are the same as those who authored Wood, D. J. and Queiroz, A. 2008. Information versus. knowledge: Transparency
and social responsibility issues for Wikipedia. In Antonino Vaccaro, Hugo Horta, and Peter Madsen (Eds.), Transparency, Information,
and Communication Technology (pp. 261–283). Charlottesville, VA: Philosophy Documentation Center.
Adele has changed her surname from Queiroz to Santana 相似文献
560.
DUC in context 总被引:1,自引:0,他引:1
Recent years have seen increased interest in text summarization with emphasis on evaluation of prototype systems. Many factors can affect the design of such evaluations, requiring choices among competing alternatives. This paper examines several major themes running through three evaluations: SUMMAC, NTCIR, and DUC, with a concentration on DUC. The themes are extrinsic and intrinsic evaluation, evaluation procedures and methods, generic versus focused summaries, single- and multi-document summaries, length and compression issues, extracts versus abstracts, and issues with genre. 相似文献