全文获取类型
收费全文 | 298篇 |
免费 | 3篇 |
专业分类
教育 | 245篇 |
科学研究 | 7篇 |
各国文化 | 6篇 |
体育 | 9篇 |
文化理论 | 1篇 |
信息传播 | 33篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 8篇 |
2019年 | 8篇 |
2018年 | 10篇 |
2017年 | 14篇 |
2016年 | 4篇 |
2015年 | 5篇 |
2014年 | 22篇 |
2013年 | 59篇 |
2012年 | 12篇 |
2011年 | 11篇 |
2010年 | 4篇 |
2009年 | 11篇 |
2008年 | 11篇 |
2007年 | 11篇 |
2006年 | 7篇 |
2005年 | 3篇 |
2004年 | 10篇 |
2003年 | 1篇 |
2002年 | 10篇 |
2001年 | 4篇 |
2000年 | 6篇 |
1999年 | 1篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1993年 | 7篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1985年 | 4篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1964年 | 1篇 |
1956年 | 1篇 |
排序方式: 共有301条查询结果,搜索用时 0 毫秒
221.
Carlton W. Parks Suzanne Salzinger Jeanne Patenaude David Kuester 《International Journal of Disability, Development & Education》1988,35(2):97-106
A functional analysis was performed on the physically assaultive behaviour emitted during the dyadic free‐play interactions recorded on videotape of ten inner‐city school‐age disruptive children withdrawn from regular school classes and placed in a therapeutic day program at a psychiatric facility. The study revealed that discriminative stimuli inherent within the social context of play exerted cognitive control over the initiation of physically assaultive behaviours; specifically, the gender of both initiator and recipient of assaults, the context (real vs. fantasy play), and peer familiarity affected the rate and duration of aggressive behaviour. Implications for understanding the behaviour of disruptive children are discussed. 相似文献
222.
223.
Many children lack adequate exposure to environments that promote emergent literacy. This limits brain stimulation and can have a life-long negative impact on one's knowledge and skills. Salient points relate to the healthy development of literacy, including practical information and applications. Emphasis is placed on strategies for motivating infants, toddlers, and preschoolers as they slowly and steadily build the competences that serve as the groundwork for reading, writing, speaking, viewing, and listening. 相似文献
224.
The world is an ever-changing place. Objects are always moving, appearing and disappearing, and changing how they look. Very young children are being constantly confronted with the challenge of understanding the world around them as it changes from minute to minute, day to day.Dee Smith and Jeanne Goldhaber both teach early childhood courses in the Department of Human Development Studies at the University of Vermont. 相似文献
225.
T. Martijn Willemse Erica J. de Bruïne Peter Griswold Jeanne D’Haem Lijne Vloeberghs Sofie Van Eynde 《课程研究杂志》2017,49(6):782-801
The aim of this international study was to generate recommendations for curriculum improvement in family–school partnerships (FSP) by examining teacher candidates’ understandings, attitudes and experiences. A survey of 1144 candidates in their first or final year of preparation at three universities, one each in Belgium, the Netherlands and the USA, provided qualitative and quantitative data regarding their understandings, attitudes about FSP and their experiences in their teacher preparation. The data indicated modest approval of the value of partnerships, understandings of partnerships weighted towards teacher to parent communication, preference for traditional teacher–parent activities over non-traditional choices, and, among final year candidates, mildly positive feelings of preparedness. Candidates wished more interactions with parents during field experiences and practical strategies for communicating with parents. Inferred in their responses was the need for curriculum to develop an expanded view of partnerships, enhance attitudes, especially among secondary education candidates, and cultivate skills in working with families from culturally diverse backgrounds. However, few candidates expressed a desire for exploring theory and research on partnerships or for the opportunity to develop a personal philosophy, components which are thought critical for teachers’ ability to establish partnerships with parents. 相似文献
226.
Multicultural education has transformed higher education both in terms of research and in terms of student experiences. Given
the complexity of our institutions, the overall effects of these transformations are mixed. Building on the successes and
strengths of multicultural education as it is currently incorporated in institutions and programs will involve better understanding
how it is perceived, positively and negatively, by those who are experiencing it first hand. In this article we seek to contribute
to this reflection through a discussion of a survey of students’ perceptions of multiculturalism in a large first-year program
in a research university.
Patrick Bruch is Associate Professor of Writing Studies in the College of Education and Human Development at the University of Minnesota,
Twin Cities. He received a B.A. in English from Western Michigan University and a Ph.D. in English from Wayne State University.
His teaching and research focus on struggles for equality within and through higher education.
Jeanne L. Higbee received her B.S. in Sociology from Iowa State University and earned both her M.S. in Counseling and Guidance and Ph.D. in
Educational Administration from the University of Wisconsin-Madison. She currently serves as Professor and Senior Advisor
to the Center for Research on Developmental Education and Urban Literacy, College of Education and Human Development, University
of Minnesota. Her research interests are related to student development and the access and retention of student populations
that traditionally have been underserved in postsecondary educational institutions.
Kwabena Siaka is a doctoral candidate in the Department of Educational Policy and Administration at the University of Minnesota. 相似文献
227.
Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention. Examination of individual student response to intervention indicated that more students in the treatment groups demonstrated accelerated learning over time than students in the comparison condition. Students' responses to the single-dose and double-dose interventions were similar over time. Students in all conditions demonstrated particular difficulties with gains in reading fluency. Implications for future research and practice within response to intervention models are provided. 相似文献
228.
Professional organizations mandate that effective counseling be provided to lesbian, gay male, and bisexual male and female (LGB) clients. This article presents the characteristics, challenges, and needs of sexual minorities, along with therapeutic strategies that practitioners may use in facilitating a positive self‐image among the lesbians, gay men, and bisexual men and women whom they counsel. 相似文献
229.
译文:童话王国历险记“你必须减肥,否则王子是不会出现的。”“我给你制订了一个减肥计划。你一定能在最短的时间内减肥成功。”“太好了!从什么时候开始呢?”“现在!” 相似文献
230.