全文获取类型
收费全文 | 2358篇 |
免费 | 53篇 |
专业分类
教育 | 1924篇 |
科学研究 | 50篇 |
各国文化 | 34篇 |
体育 | 71篇 |
综合类 | 1篇 |
文化理论 | 11篇 |
信息传播 | 320篇 |
出版年
2023年 | 14篇 |
2022年 | 22篇 |
2021年 | 39篇 |
2020年 | 69篇 |
2019年 | 86篇 |
2018年 | 124篇 |
2017年 | 125篇 |
2016年 | 116篇 |
2015年 | 69篇 |
2014年 | 102篇 |
2013年 | 560篇 |
2012年 | 70篇 |
2011年 | 64篇 |
2010年 | 59篇 |
2009年 | 62篇 |
2008年 | 65篇 |
2007年 | 58篇 |
2006年 | 69篇 |
2005年 | 59篇 |
2004年 | 64篇 |
2003年 | 26篇 |
2002年 | 37篇 |
2001年 | 26篇 |
2000年 | 18篇 |
1999年 | 32篇 |
1998年 | 26篇 |
1997年 | 25篇 |
1996年 | 39篇 |
1995年 | 20篇 |
1994年 | 28篇 |
1993年 | 17篇 |
1992年 | 15篇 |
1991年 | 12篇 |
1990年 | 16篇 |
1989年 | 8篇 |
1988年 | 8篇 |
1987年 | 13篇 |
1986年 | 10篇 |
1985年 | 15篇 |
1984年 | 11篇 |
1983年 | 7篇 |
1982年 | 12篇 |
1981年 | 7篇 |
1979年 | 17篇 |
1978年 | 5篇 |
1977年 | 12篇 |
1976年 | 6篇 |
1975年 | 7篇 |
1974年 | 6篇 |
1973年 | 5篇 |
排序方式: 共有2411条查询结果,搜索用时 15 毫秒
101.
102.
Developmental Differences in Relations Between Episodic Memory and Hippocampal Subregion Volume During Early Childhood 下载免费PDF全文
Tracy Riggins Sarah L. Blankenship Elizabeth Mulligan Katherine Rice Elizabeth Redcay 《Child development》2015,86(6):1710-1718
Episodic memory shows striking improvement during early childhood. However, neural contributions to these behavioral changes are not well understood. This study examined associations between episodic memory and volume of subregions (head, body, and tail) of the hippocampus—a structure known to support episodic memory in school‐aged children and adults—during early childhood (n = 45). Results revealed significant positive relations between episodic memory and volume of the hippocampal head in both the left and right hemispheres for 6‐ but not 4‐year‐old children, suggesting brain–behavior relations vary across development. These findings add new information regarding neural mechanisms of change in memory development during early childhood and suggest that developmental differences in hippocampal subregions may contribute to age‐related differences in episodic memory ability. 相似文献
103.
104.
John W. Eagle Shannon E. Dowd-Eagle Andrew Snyder Elizabeth Gibbons Holtzman 《Journal of educational and psychological consultation》2015,25(2-3):160-177
Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided. 相似文献
105.
106.
Elizabeth Bondy Amy S. Murphy Rachel Wolkenhauer Desi Krell 《Equity & Excellence in Education》2015,48(2):227-248
The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators’ perspectives of the purposes, pedagogy, and outcomes of one course, Critical Pedagogy. Fourteen of the 19 students enrolled in the online course participated in one of six online focus groups following the conclusion of the course. Using constructivist grounded theory methods, the researchers identified the different ways in which students responded to the course, what they learned, and how they enacted their learning as well as the features of the course that the students believed contributed to their learning and practice. The study provides insight into features of online pedagogy that appear to facilitate transformative learning. It further provides insight into the kinds of content and assignments that may promote critical social justice praxis among educators. 相似文献
107.
Jenny Olin Shanahan Elizabeth Ackley-Holbrook Eric Hall Kearsley Stewart Helen Walkington 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):359-376
This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches. 相似文献
108.
Rocio Cardenas-Rodríguez Teresa Terrón-Caro Blanca Delia Vázquez Delgado Teresa Elizabeth Cueva-Luna 《Journal of Latinos & Education》2015,14(2):86-94
Education is an indispensable element for the development of society. In Latin America, the point of origin of most of the undocumented immigrants to the United States, equal opportunity in access to education and educational achievement is still pending. The study presented here focuses on the analysis of the expectations of female migrants via Mexico’s northern border, focusing attention on educational attainment as an important aspect of the “American Dream” of the migrant women interviewed and their dependents. 相似文献
109.
How do teaching artists perceive the need and usefulness of a credential program specifically designed for teaching artists in dance and theatre arts? 相似文献
110.
Children often say that strange and improbable events, like eating pickle-flavored ice cream, are impossible. Two experiments explored whether these beliefs are explained by limits in children's causal knowledge. Participants were 423 predominantly White Canadian 4- to 7-year-olds (44% female) tested in 2020–2021. Providing children with causal information about ordinary events did not lead them to affirm that improbable events are possible, and they more often affirmed improbable events after merely learning that a similar event had occurred. However, children were most likely to affirm events if they learned how similar events happened (OR = 2.16). The findings suggest that knowledge of causal circumstances may only impact children's beliefs about the possibility after they are able to draw connections between potential events and known events. 相似文献