全文获取类型
收费全文 | 353篇 |
免费 | 11篇 |
专业分类
教育 | 276篇 |
科学研究 | 21篇 |
各国文化 | 5篇 |
体育 | 23篇 |
文化理论 | 3篇 |
信息传播 | 36篇 |
出版年
2022年 | 2篇 |
2021年 | 3篇 |
2020年 | 5篇 |
2019年 | 13篇 |
2018年 | 17篇 |
2017年 | 13篇 |
2016年 | 12篇 |
2015年 | 10篇 |
2014年 | 13篇 |
2013年 | 72篇 |
2012年 | 7篇 |
2011年 | 9篇 |
2010年 | 12篇 |
2009年 | 6篇 |
2008年 | 14篇 |
2007年 | 12篇 |
2006年 | 10篇 |
2005年 | 9篇 |
2004年 | 9篇 |
2003年 | 9篇 |
2002年 | 8篇 |
2001年 | 1篇 |
2000年 | 6篇 |
1999年 | 6篇 |
1998年 | 5篇 |
1997年 | 5篇 |
1996年 | 8篇 |
1995年 | 2篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1991年 | 6篇 |
1990年 | 4篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 6篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1973年 | 4篇 |
1971年 | 2篇 |
1906年 | 1篇 |
1905年 | 3篇 |
1904年 | 1篇 |
排序方式: 共有364条查询结果,搜索用时 15 毫秒
41.
ABSTRACTThis article includes findings from a mixed method survey at a large, public midwestern university following the election of Donald J. Trump as the president of the United States. It examines student perceptions about effective engagement in political discourse within social work classes. Survey questions urged students to suggest how instructors might facilitate this dialogue fairly in the classroom given the passionate emotions and differing viewpoints surrounding the election, while acknowledging and educating about values espoused by the profession. Findings from this study illustrate the challenges that students face in having these conversations and outline their recommendations to social work educators for facilitating safe, sensitive, and inclusive classroom discussion about politics. 相似文献
42.
The frequency of early childhood education approaches spanning 10 years of publications was investigated. A content analysis
of publications (N = 492) from Early Childhood Education Journal was conducted. From a previous content analysis six approaches or search words were identified: Bank Street, Head Start,
High/Scope, Montessori, Reggio Emilia, and Waldorf. Overall, the current content analysis demonstrated that the Head Start
approach most frequently appeared. The results indicate that approaches vary as to their frequency of appearance and that
contributors of Early Childhood Education Journal have investigated, reflected upon, and expanded upon approaches to educating young children to different degrees. This finding
may be beneficial to future contributors of Early Childhood Education Journal. In addition, we have provided a brief overview of each approach that early childhood professionals may use to aid parents
with their early childhood education enrollment decisions. 相似文献
43.
Gloria Dall'Alba Eleanor Walsh John Bowden Elaine Martin Geofferey Masters Paul Ramsden Andrew Stephanou 《科学教学研究杂志》1993,30(7):621-635
A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of acceleration were found to include: lack of attempts to make explicit relationships with other concepts, failure to point out when it is appropriate to use particular definitions or that an alternative definition might be more appropriate in specific situations, inclusion of operational definitions without conceptual explanations, and a focus on quantitative treatments while overlooking the development of qualitative understanding. Two principal aspects that distinguished the ways in which the students understood acceleration were identified: (a) the relation between acceleration and velocity; and (b) the relation between acceleration and force(s). The results of the study have implications for teaching and, in particular, for the use of textbooks in teaching. These implications are discussed in the article. 相似文献
44.
45.
E. Schreuders M. van Buuren R. J. Walsh H. Sijtsma M. Hollarek N. C. Lee L. Krabbendam 《Child development》2024,95(2):368-390
Longitudinal changes in trusting behavior across adolescence and their neural correlates were examined. Neural regions of interest (ROIs) included the medial prefrontal cortex (mPFC), dorsal anterior cingulate cortex (dACC), left anterior insula (AI), bilateral ventral striatum (VS), and right dorsal striatum (DS). Participants (wave 1 age: M = 12.90) played the investor in a Trust Game with an uncooperative trustee three times (1-year interval). Analyses included 77 primarily Dutch participants (33 females). Participants decreased their investments with wave. Furthermore, activity was heightened in mPFC, dACC, and DS during investment and repayment, and in right VS (investment) and AI (repayment). Finally, DS activity during repayment increased with wave. These findings highlight early–middle adolescence as an important period for developing sensitivity to uncooperative behavior. 相似文献
46.
47.
Critics of school choice argue that cream-skimming will worsen outcomes for those left behind in public schools. Since “high ability” families may have already sorted themselves out of the schools in question, this paper will examine whether existing within-school heterogeneity leaves any scope for cream-skimming to operate. It asks, “given the current level of within-school heterogeneity, how strong would peer effects have to be to significantly worsen outcomes for those left behind?” In order for cream-skimming to lower math test scores by one half-year's progress, the peer effect would have to be as strong as increasing class sizes by 8–20 students, or cutting per-student funding by $400–2000. These results indicate that current levels of within-school heterogeneity are so low that peer effects would have to be unrealistically strong to give cream-skimming any bite. 相似文献
48.
Funding for research in the area of early childhood is an ongoing challenge. The present research objective was to identify
the frequency of acknowledgment of federal funding in articles published by four leading early childhood journals from 1999
to 2008. We conducted a content analysis of 1,338 publications found in Early Child Development and Care, Early Childhood Education Journal, Early Childhood Research and Practice, and Early Childhood Research Quarterly. Approximately 28% of the sample (368 articles in the target journals) reported funding in general. More specifically, 43%
of the sample (160 articles of the 368 articles funded) reported federal funding. It is concluded that external funding, particularly
federal funding for early childhood research may be the exception rather than the rule. 相似文献
49.
Glenda Margaret Walsh Carol McGuinness Liz Sproule Karen Trew 《Early Years: An International Journal of Research and Development》2010,30(1):53-66
In the United Kingdom tensions have existed for many years between the pedagogical traditions of pre‐school, which tend to adopt developmentally oriented practices, and the more formal or subject‐oriented curriculum framework of primary school. These tensions have been particularly acute in the context of Northern Ireland, which has the earliest school starting age throughout Europe. In response to international research evidence and practice, a play‐based and developmentally appropriate curriculum, known as the Enriched Curriculum (EC), was introduced as a pilot in Year 1 and 2 classes in over 100 primary schools in Northern Ireland between 2000 and 2002 and continued until the Foundation Stage became statutory for all primary schools in 2007. This paper outlines four key lessons that have been learned from the first four years of the evaluation of this experience. These include the value and the meaning of a play‐based curriculum; the importance of teachers’ confidence and knowledge; teaching reading in a play‐based curriculum; and easing transitions in a play‐based curriculum. 相似文献
50.