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431.
432.
Timmons Kristy Cooper Amanda Bozek Emma Braund Heather 《Early Childhood Education Journal》2021,49(5):887-901
Early Childhood Education Journal - Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has become increasingly clear that physical... 相似文献
433.
The aim of this study was to further explore Special Educational Need Co-ordinators' (SENCos) knowledge of childhood acquired brain injury (ABI) and if they have received training on how to effectively support children and young people (CYP) with an ABI in school. SENCos from Nottinghamshire were asked to complete a survey face-to-face or online. Data reported by Howe and Ball (Support for Learning, 32, 1, 85–100), was also used to allow comparisons between different counties in the UK for knowledge of childhood ABI. Results indicated that SENCos from Nottinghamshire hold numerous uncertainties about childhood ABI, although less uncertainties than SENCos from the West Midlands. A majority SENCos from Nottinghamshire had not received training about childhood ABI. Additional challenges in supporting CYP with an ABI were also identified. The findings show a clear need for more training on childhood ABI across UK schools. It is also apparent that obtaining funding for CYP with an ABI can be a challenge for SENCos. However, further research is needed to determine what these barriers to funding are. 相似文献
434.
W. Andrew Rothenberg Jennifer E. Lansford Marc H. Bornstein Liliana Maria Uribe Tirado Saengduean Yotanyamaneewong Liane Peña Alampay Suha M. Al-Hassan Dario Bacchini Lei Chang Kirby Deater-Deckard Laura Di Giunta Kenneth A. Dodge Sevtap Gurdal Qin Liu Qian Long Patrick S. Malone Paul Oburu Concetta Pastorelli Ann T. Skinner Emma Sorbring Sombat Tapanya Laurence Steinberg 《Child development》2021,92(6):e1138-e1153
Families from nine countries (N = 1,338) were interviewed annually seven times (Mage child = 7–15) to test specificity and commonality in parenting behaviors associated with child flourishing and moderation of associations by normativeness of parenting. Participants included 1,338 children (M = 8.59 years, SD = 0.68, range = 7–11 years; 50% girls), their mothers (N = 1,283, M = 37.04 years, SD = 6.51, range = 19–70 years), and their fathers (N = 1,170, M = 40.19 years, SD = 6.75, range = 22–76 years) at Wave 1 of 7 annual waves collected between 2008 and 2017. Families were recruited from 12 ethnocultural groups in nine countries including: Shanghai, China (n = 123); Medellín, Colombia (n = 108); Naples (n = 102) and Rome (n = 111), Italy; Zarqa, Jordan (n = 114); Kisumu, Kenya (n = 100); Manila, Philippines (n = 120); Trollhättan & Vänersborg, Sweden (n = 129); Chiang Mai, Thailand (n = 120); and Durham, NC, United States (n = 110 White, n = 102 Black, n = 99 Latinx). Intergenerational parenting (parenting passed from Generation 1 to Generation 2) demonstrated specificity. Children from cultures with above-average G2 parent warmth experienced the most benefit from the intergenerational transmission of warmth, whereas children from cultures with below-average G2 hostility, neglect, and rejection were best protected from deleterious intergenerational effects of parenting behaviors on flourishing. Single-generation parenting (Generation 2 parenting directly associated with Generation 3 flourishing) demonstrated commonality. Parent warmth promoted, and parent hostility, neglect, and rejection impeded the development of child flourishing largely regardless of parenting norms. 相似文献
435.
Michael S. C. Thomas Yulia Kovas Emma L. Meaburn Andrew Tolmie 《Mind, Brain, and Education》2015,9(2):72-80
This article explores the potential contribution of modern genetic methods and findings to education. It is familiar to hear that the “gene” for this or that behavior has been discovered, or that certain skills are “highly heritable.” Can this help educators? To explore this question, we describe the methods used to relate genetic variation to individual differences in high‐level behaviors such as academic skills and educational achievement. These methods include twin studies and genome‐wide association studies. We address the key question of what genetic data imply about the ability of educators to optimize educational outcomes for children across the range of abilities. 相似文献
436.
George Cooper Katherine Burton Alejandra Black Mokheseng Buti Geraldine Richards Ginny Herbert Emma Lockwood Janet Remmington 《Learned Publishing》2023,36(1):58-67
- Collaboration between publishers and learned society partners can accelerate and amplify DEIA outcomes.
- 97 HSS titles have adopted alt-text publication workflows and this change has been welcomed by journal authors and editors.
- Efforts to promote global inclusivity do not always result in greater membership diversity, retention and growth.
- Top-down, publisher-led DEIA initiatives are effective when they are aligned strategically to pre-existing society initiatives.
- Bottom-up, member-led DEIA initiatives benefit from publisher support to mitigate financial and time-based barriers to active participation.
- To reliably track DEIA outcomes, publishers ought to adopt systematic data collection strategies through initiatives like C4 and the Joint Commitment.
437.
Laura Benton Nelly Joye Emma Sumner Andrea Gauthier Seray Ibrahim Asimina Vasalou 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1314-1331
Digital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of learning games. This paper presents an empirical study exploring the influence of prior knowledge on response to feedback, in two conditions: with or without instruction. Thirty-six primary children (age 8–11) with reading difficulties participated: each child was assessed for their prior knowledge of two suffix types—noun and adjective suffixes. They subsequently received additional instruction for one suffix type and then played two rounds of a literacy game—one round for each suffix type. Our analysis shows that prior knowledge predicted initial success rates and performance after a verbal hint differently, depending on whether instruction was provided. These results are discussed with regards to learning game feedback design and the impact on different types of knowledge involved in gameplay, as well as other game design elements that might support knowledge building during gameplay.
Practitioner notes
What is already known about this topic- Instructional supports, such as elaborative feedback, are a key feature of learning games.
- To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge.
- Prior knowledge is an important moderator to consider in the context of elaborative feedback.
- Providing additional instruction (eg, pre-training) may act as a knowledge enhancer building on children's existing disciplinary expertise, whereas the inclusion of elaborative feedback (eg, a hint) could be seen as a knowledge equaliser enabling children regardless of their prior knowledge to use the pre-training within their gameplay.
- Highlights the importance of children's preferred learning strategies within the design of pre-training and feedback to ensure children are able to use the instructional support provided within the game.
- Possible implications for pre-training and feedback design within literacy games, as well as highlighting areas for further research.
- Pre-training for literacy games should highlight key features of the learning content and explicitly make connections with the target learning objective as well as elaborative feedback.
- Pre-training should be combined with different types of in-game feedback for different types of learners (eg, level of prior knowledge) or depending on the type of knowledge that designers want to build (eg, metalinguistic vs. epilinguistic).
- Modality, content and timing of the feedback should be considered carefully to match the specific needs of the intended target audience and the interaction between them given the primary goal of the game.