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91.
Swedish higher education institutions havebeen given increased autonomy to organise theirinternal affairs, raising numerous demands onleadership and governance. Changes are so profoundthat institutions wanting to create an`entrepreneurial response' through a newdecision-making structure must undergo a culturerevolution, threatening existing power structures. Three organising principles are used to describe andanalyse Göteborg University. One conclusion isthat collegial decision-making bodies shouldsimultaneously be redefined, reestablished andabolished, depending on the issues dealt with.Commissions as deans and department heads must beclear and accountable to superiors or tonon-sub-optimising boards in a balanced powerstructure. 相似文献
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Children's Temperament and Academic Skill Development During First Grade: Teachers' Interaction Styles as Mediators
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Jaana Viljaranta Kaisa Aunola Sari Mullola Johanna Virkkala Riikka Hirvonen Eija Pakarinen Jari‐Erik Nurmi 《Child development》2015,86(4):1191-1209
The present study followed 156 Finnish children (Mage = 7.25 years) during the first grade of primary school to examine to what extent parent‐ and teacher‐rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles with the children. The results showed that the impact of children's low task orientation and negative emotionality on their math skill development was mediated via teachers' behavioral control and, among girls, also by psychological control. The negative impact of children's inhibition on math skill development, in turn, was not mediated via teachers' interaction styles. Temperament did not predict the children's reading skill development during first grade. 相似文献
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Stacie M. Kirk Coleman R. Vizcarra Erin C. Looney Erik P. Kirk 《Early Childhood Education Journal》2014,42(3):181-189
The potential impact of increased physical activity on early literacy skills in preschool children has not been sufficiently explored. Therefore, the purpose of this study was to determine the effects of a 6 month, low cost, teacher-directed, academic program that delivered existing literacy lessons using physical activity in Head Start preschools. Preschool Literacy Individual Growth and Development Indicators were used to assess early literacy and phonological awareness in the areas of alliteration and picture naming. The results showed significant increases in physical activity during free play and improvements in early literacy (Picture Naming, Alliteration) compared to a non-exercising control group. In conclusion, the findings suggest that academic lessons taught using physical activity improve early literacy in preschoolers. 相似文献
98.
Erik De Corte Lieven Verschaffel Chris Masui 《European Journal of Psychology of Education - EJPE》2004,19(4):365-384
A major challenge for education and educational research is to build on our present understanding of learning for designing
environments for education that are conducive to fostering in students self-regulatory and cooperative learning skills, transferable
knowledge, and a disposition toward competent thinking and problem solving. Taking into account inquiry-based knowledge on
learning and recent instructional research, this article presents the CLIA-model (Competence, Learning, Intervention, Assessment)
as a framework for the design of learning environments aimed to be powerful in eliciting in students learning processes that
facilitate the acquisition of productive knowledge and competent learning and thinking skills. Next, two intervention studies
are described that embody major components of this framework, one focussing on mathematical problem solving in primary school,
and a second one relating to self-regulatory skills in university freshmen. Both studies were carried out in parallel with
the development of the framework, and were instrumental in identifying and specifying the different components of the model.
They yielded both promising initial support for the model by showing that CLIA-based learning environments are indeed powerful
in facilitating in students the acquisition of high-literacy learning results, especially the acquisition and transfer of
self-regulation skills for learning and problem solving. 相似文献
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Bigras Nathalie Lemay Lise Lehrer Joanne Charron Annie Duval Stéphanie Robert-Mazaye Christelle Laurin et Isabelle 《Early Childhood Education Journal》2021,49(5):775-787
Early Childhood Education Journal - This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed... 相似文献
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Erik J. de Vries 《Research Policy》2006,35(7):1037-1051
Three approaches of studying innovation in services are recognized: the assimilation, demarcation and synthesis approach. The synthesis approach attempts to arrive at a theory relevant for service and manufacturing. Gallouj and Weinstein [Gallouj, F., Weinstein, O., 1997. Innovation in services. Research Policy 26, 537-556] were one of the first to take this approach. This article contributes to the synthesis approach by revising their theory to enable reasoning about recent innovation trends in networks of organizations and in the distribution of services. The theory revision is based on several case studies. Implications for the study of innovation are discussed in terms of results from recent demarcation studies. 相似文献