全文获取类型
收费全文 | 2331篇 |
免费 | 47篇 |
专业分类
教育 | 1900篇 |
科学研究 | 47篇 |
各国文化 | 34篇 |
体育 | 71篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 316篇 |
出版年
2023年 | 14篇 |
2022年 | 22篇 |
2021年 | 38篇 |
2020年 | 69篇 |
2019年 | 85篇 |
2018年 | 122篇 |
2017年 | 125篇 |
2016年 | 113篇 |
2015年 | 69篇 |
2014年 | 99篇 |
2013年 | 549篇 |
2012年 | 69篇 |
2011年 | 61篇 |
2010年 | 56篇 |
2009年 | 62篇 |
2008年 | 64篇 |
2007年 | 58篇 |
2006年 | 69篇 |
2005年 | 58篇 |
2004年 | 62篇 |
2003年 | 26篇 |
2002年 | 37篇 |
2001年 | 26篇 |
2000年 | 18篇 |
1999年 | 32篇 |
1998年 | 25篇 |
1997年 | 25篇 |
1996年 | 39篇 |
1995年 | 20篇 |
1994年 | 27篇 |
1993年 | 17篇 |
1992年 | 15篇 |
1991年 | 12篇 |
1990年 | 16篇 |
1989年 | 7篇 |
1988年 | 8篇 |
1987年 | 13篇 |
1986年 | 10篇 |
1985年 | 16篇 |
1984年 | 11篇 |
1983年 | 9篇 |
1982年 | 12篇 |
1981年 | 7篇 |
1979年 | 14篇 |
1978年 | 6篇 |
1977年 | 12篇 |
1976年 | 7篇 |
1975年 | 7篇 |
1974年 | 6篇 |
1973年 | 5篇 |
排序方式: 共有2378条查询结果,搜索用时 8 毫秒
991.
Facilitating adult learning and a researcher identity through a higher education pedagogical process
Lisa L. Wright Lange Elizabeth Da Costa Jose 《美中教育评论》2009,6(11):1-16
This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students' experiences and points of view of such a learning environment were explored, including: (1) how they contributed to their peers' learning; (2) how their peers contributed to their own individual learning; and (3) how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students' points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study. 相似文献
992.
Introduction 总被引:1,自引:0,他引:1
Mary Elizabeth McCormac 《Journal of Career Development》1988,14(3):141-142
993.
994.
Patricia F. Vadasy Elizabeth A. Sanders Julia A. Peyton Joseph R. Jenkins 《Learning disabilities research & practice》2002,17(4):227-241
In this article we report data from a longitudinal study of one–to–one tutoring for students at risk for reading disabilities. Participants were at–risk students who received phonics–based tutoring in first grade, students who were tutored in comprehension skills in second grade, and students tutored in both grades 1 and 2. At second–grade posttest, there were significant differences in word identification and word attack between students who were tutored in first grade only compared to students who were also tutored in second grade, favoring students who were tutored in first grade only. Overall, there were no advantages to a second year of tutoring. For students tutored in second grade only, there were no differences at second–grade posttest compared to controls. Schools may have selected students who did not respond to first–grade tutoring for continued tutoring in second grade. Findings are discussed in light of decisions schools make when using tutors to supplement reading instruction for students with reading difficulties. 相似文献
995.
996.
997.
998.
999.
1000.