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Although there is much research regarding the inclusion of pupils with additional support needs (ASN) in mainstream secondary education, there is little research specifically exploring the perspectives of staff who support and teach this population. This small-scale exploratory study in a Scottish secondary school investigated staff perspectives, aiming to provide unique insights and personal accounts of issues pertaining to inclusion. The findings suggest that there is a need to increase the skills of staff in order for them to be suitably equipped, competent and confident to meet all pupils’ needs. 相似文献
203.
Simon Martin Dyson Hala Abuateya Karl Atkin Lorraine Culley Sue Elizabeth Dyson Dave Rowley Members of the Sickle Cell Education Group 《British Educational Research Journal》2010,36(1):125-142
A survey of 569 young people with sickle cell disorder (SCD) in England has found such pupils miss considerable periods of time from school, typically in short periods of two or three days. One in eight has school absences equating to government‐defined ‘persistent absence’. Students with SCD report that they are not helped to catch up after these school absences. Half the children reported not being allowed to use the toilet when needed and not being allowed water in class; a third reported being made to take unsuitable exercise and being called lazy when tired. Children perceived both physical environment (temperature, school furniture) and social environment (being upset by teachers or other pupils) as triggers to episodes of their illness. Policy initiatives on school absences; preventive measures to ensure maintenance of good health; and measures to prevent perceived social attitudes precipitating ill health would also support children with other chronic illnesses at school. 相似文献
204.
This article explores the considerable developments in both early years policy and in the provision of services for young children in England since 1997, noting the role that such services have had in informing the broader Every child matters agenda. Many challenges remain, however, not least the numbers of children and families who still live in poverty and the continuing gap between those children who do well and those who do not. In examining how this gap can be narrowed, through intervention and support during the early years, the work of the Narrowing the Gap project is described, a project that continues with the Centre for Excellence and Outcomes in Children’s Services (C4EO). Whilst high‐quality early years services provide a very positive start in life for young children, reducing inequality remains the key priority. 相似文献
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Gillian King Mary Law Patricia Hurley Theresa Petrenchik Heidi Schwellnus 《International Journal of Disability, Development & Education》2010,57(1):77-107
Similarities and differences were examined in the out‐of‐school recreation and leisure activity participation of 422 children with physical disabilities and 354 children without disabilities. The roles of age (six to eight years, nine to 11 years, and 12–14 years), gender, and disability status were examined with respect to the diversity, intensity, location, companionship, and enjoyment of participation in five types of activities, controlling for family income. The findings indicate that dimensions and types of activity participation are differentially influenced by age, gender, and disability. Age cohort comparisons indicated that children without disabilities experienced a widening social world characterised by more intense social participation, greater participation with non‐family members, and stable levels of enjoyment across the age groups. In contrast, children with disabilities in the various age groups were similar in their intensity of social participation and the nature of their companionship, with 12–14 year olds reporting less enjoyment of social activities than those aged six to eight years or nine to 11 years. The findings support the utility of a developmental and contextual perspective in understanding children’s patterns of participation. The information can be used by service providers and managers interested in creating centre‐based or community‐based recreational opportunities, and in providing information to parents about how to encourage children’s recreation and leisure participation. 相似文献
207.
Rachel L. Kendal Deborah M. Custance Jeremy R. Kendal Gillian Vale Tara S. Stoinski Nirina Lalaina Rakotomalala Hantanirina Rasamimanana 《Learning & behavior》2010,38(3):220-234
Interest in social learning has been fueled by claims of culture in wild animals. These remain controversial because alternative
explanations to social learning, such as asocial learning or ecological differences, remain difficult to refute. Compared
with laboratory-based research, the study of social learning in natural contexts is in its infancy. Here, for the first time,
we apply two new statistical methods, option-bias analysis and network-based diffusion analysis, to data from the wild, complemented
by standard inferential statistics. Contrary to common thought regarding the cognitive abilities of prosimian primates, our
evidence is consistent with social learning within subgroups in the ring-tailed lemur (Lemur catta), supporting the theory of directed social learning (Coussi-Korbel & Fragaszy, 1995). We also caution that, as the toolbox
for capturing social learning in natural contexts grows, care is required in ensuring that the methods employed are appropriate-in
particular, regarding social dynamics among study subjects. Supplemental materials for this article may be downloaded from
http://lb.psychonomic-journals.org/content/supplemental. 相似文献
208.
Gillian King Theresa Petrenchik Mary Law Patricia Hurley 《International Journal of Disability, Development & Education》2009,56(2):109-130
Despite the fairly extensive literature on the developmental benefits of youth's participation in organised, out‐of‐school activities, little is known about the participation of school‐aged children with physical disabilities in formal recreation and leisure activities, both in comparison with their participation in informal activities and with children who are typically developing. Enjoyment of formal and informal activities was examined for 427 children with physical disabilities and 354 children without disabilities, aged 6–14 years. It was predicted that children without disabilities would report significantly greater enjoyment of formal than informal activities, whereas this would not be the case for children with disabilities. This prediction was confirmed. Children with disabilities also participated in significantly fewer formal and informal activities, and participated in these activities less intensely than did children without disabilities. The mechanisms responsible for psychological engagement, enjoyment, and the developmental benefits of participation in activities are discussed, along with implications for research and clinical practice. 相似文献
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