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601.
Emily Stones 《Communication Teacher》2017,31(3):137-142
Courses: Visual Rhetoric, Political Communication, Media and Society, Argumentation
Objective: Students trace a social hierarchy created through the visual reason of memes. 相似文献
602.
Fatima E. Terrazas-Arellanes Lisa A. Strycker Emily D. Walden 《Journal of Research on Technology in Education》2019,51(2):118-134
High-quality professional development is needed to prepare teachers to help students learn how to conduct online academic research and meet Common Core State Standards for English Language Arts. This study created and evaluated a Web-based professional development program with five instructional modules designed to prepare middle-school teachers to teach their students nine strategies for conducting academic research online. The online professional development program was specifically created to help teachers implement the previously developed online SOAR Student Toolkit curriculum with all students in inclusive classrooms. Results of a 2015–2016 pilot study conducted with 13 teachers and 477 students in sixth to eighth grades indicated that most teachers perceived the professional development program to be of high quality and relevant in helping them teach online research skills to their students. Students significantly improved online research skills after learning from trained teachers (27 percentage points improvement, from 18% at pretest to 45% at posttest). 相似文献
603.
Emily J. Solari Carolyn A. Denton Yaacov Petscher Christa Haring 《Journal of research on educational effectiveness》2018,11(2):163-191
This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading, comprehension, and text reading. First-grade teachers (n = 21), with 4–5 students at risk for reading difficulties and potential reading disability were randomly assigned to treatment or typical practice comparison conditions. Significant group differences were detected on all measures of word reading, decoding, and fluency. Effect sizes were educationally important for all measures of word reading, decoding, and reading comprehension; however, effects on standardized measures were smaller than those in prior studies with similar students in which intervention was typically provided outside the regular classroom. An exploratory analysis indicated that students at different parts of the pretest and posttest distributions responded more and less positively to the intervention, providing insights that may help guide future revisions. The study provides preliminary evidence of the intervention's promise for positively impacting student outcomes. 相似文献
604.
Karen K. Myers Courtney W. Davis Emily Richardson Schreuder David R. Seibold 《Communication quarterly》2016,64(2):210-231
Organizational identification (OID) is the outcome of social construction processes in which individuals define themselves in terms of their organizational membership. Students’ identification with their university reflects value congruence with the institution and is reflected in communication. Drawing on social identity theory (SIT) and utilizing quantitative and qualitative data from students (n = 555), we found relationships between OID and construed external image of the university, trust in the university, satisfaction with the university, perceived interorganizational competition, and outcomes, including intended future involvement. Students were re-surveyed nine months later (n = 397, with 83 respondents matching Time 1 and Time 2) to assess their OID stability. Open-ended responses describe situations and events that strengthen/lessen OID. We offer implications for OID, SIT, and for organizational communication research and practice. 相似文献
605.
This research explored the practices of one science teacher, expert in her field, as she worked to enact science discourse that incorporated language in naturalistic and rigorous ways. Difficulties in mastering the language of science contribute to troubling and persistent achievement gaps across demographic and gender groups. Science learning is based in discourse, with knowledge built by asking questions, exploring, revising views and asking new questions. But all too often students are not able to participate fully in these opportunities for discourse that is engaging and exploration due to the difficulty of science language. Qualitative analysis of this teacher's use of science discourse to establish clear links between essential science language and concepts and pre/post analysis of a science language assessment reveal important ways that teachers and researchers can work together to design and deliver instruction and assessment that supports students' mastery of sophisticated language and concepts. Results have implications for theory regarding science discourse; language learning, and conceptual development; and provide a model for teacher–researcher partnerships exploring important problems of teaching practice. 相似文献
606.
Nicole R. Scalise Emily N. Daubert Geetha B. Ramani 《Journal of Experimental Education》2020,88(2):200-220
AbstractLow-income preschoolers have lower average performance on measures of early numerical skills than middle-income children. The present study examined the effectiveness of numerical card games in improving children’s numerical and executive functioning skills. Low-income preschoolers (N?=?76) were randomly assigned to play a numerical magnitude comparison card game, a numerical memory and matching card game, or a shape and color matching card game across four 15-minute sessions. Children who played either of the numerical games improved their numeral identification skills, while only children who played the numerical magnitude comparison game improved their symbolic magnitude comparison skills. These improvements were maintained eight weeks later. The results suggest that a brief, low-cost intervention can successfully improve the numerical skills of low-income children. 相似文献
607.
Marion O'Brien Emily Herbert-Jackson Todd R. Risley 《Early Childhood Education Journal》1978,6(1):48-53
In this and the next three issues of Day Care and Early Education,we will provide a total of four weeks' worth of menus for toddlers. Some findings of the Living Environments Group at the
University of Kansas were described in the last issue (“Facts and Fancies about Children's Foods,” by Marion O'Brien). This
installment's introductory section explains how the menus were developed and how the recipes can be used. Additional advice
and information will be included with the future sections.
Tood R. Risley is Professor of Human Development and Director of the Living Environments Group at the University of Kansas.
Emily Herbert-Jackson managed the nutrition research project described here in her capacity as Research Associate in the Bureau
of Child Research at the University of Kansas. She is now associated with Children's Behavioral Services, Reno, Nevada. Marion
O'Brien is a writer for the Living Environments Group. The authors wish especially to thank Kathy Erwin for her contribution
to the development of these menus, as well as all the staff and children at the Toddler Center. 相似文献
608.
This study focuses on primary students' self‐learning strategies, using a sample of 1253 students from 20 Year 3 and 20 Year 5 classes from 10 primary schools in Hong Kong. Students were asked to name sources from which they could learn. They were then asked to rate 10 self‐learning strategies on perceived usefulness and personal deployment. Students named an average of 2.5 learning sources, with print exposure (reading) being the most commonly nominated source. Multilevel analysis revealed substantial differences (27% of attributable variance) between classes on student ability to name learning sources. In general, the students indicated that all 10 suggested learning strategies were useful. The two most commonly deployed strategies were help‐seeking and locating a quiet study environment. Gender differences were not found on naming learning resources, but girls indicated relatively higher levels of strategy awareness and deployment. 相似文献
609.
Bonem Emily M. Fedesco Heather N. Zissimopoulos Angelika N. 《Learning Environments Research》2020,23(1):27-44
Learning Environments Research - Higher education has seen a shift towards promoting student-centred learning. There has also been a push for identifying the ‘best’ teaching models and... 相似文献
610.
Erinn Hanner Emily J. Braham Leanne Elliott Melissa E. Libertus 《Mind, Brain, and Education》2019,13(2):110-118
Young children have better math abilities when their parents engage in more math‐related conversations with them. Yet, previous studies have found that math talk occurs only very infrequently in everyday interactions. In the present study, we sought to promote adult–child conversations about math in a naturalistic context using minimal instructions. We observed 179 adult–child dyads while they shopped in grocery stores with signs prompting them to engage in math‐related conversations (math condition), signs prompting them to talk about other topics (general language condition), or without any signs (baseline condition). In the math condition, more adults talked about math compared to the general language or the baseline condition, and this finding could not be explained by demographic characteristics of the dyad or the overall amount of conversations. This study demonstrates that cost‐effective signs placed in everyday contexts can promote math‐related conversations and potentially provide math learning opportunities for children. 相似文献