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101.
Miller CJ Miller SR Bloom JS Jones L Lindstrom W Craggs J Garcia-Barrera M Semrud-Clikeman M Gilger JW Hynd GW 《Annals of dyslexia》2006,56(1):83-102
The double-deficit hypothesis of dyslexia posits that reading deficits are more severe in individuals with weaknesses in phonological awareness and rapid naming than in individuals with deficits in only one of these reading composite skills. In this study, the hypothesis was tested in an adult sample as a model of reading achievement. Participants were parents of children referred for evaluation of reading difficulties. Approximately half of all participants reported difficulty learning to read in childhood and a small subset demonstrated ongoing weaknesses in reading. Structural equation modeling results suggest that the double-deficit hypothesis is an accurate model for understanding adult reading achievement. Better reading achievement was associated with better phonological awareness and faster rapid automatized naming in adults. Posthoc analyses indicated that individuals with double deficits had significantly lower reading achievement than individuals with single deficits or no deficits. 相似文献
102.
Jeffrey Beall 《Library Collections, Acquisitions, and Technical Services》2010,34(2-3):74-82
Geographical research often involves searching for place names in full-text resources, such as digitized books. Place names often have variants, resulting in many different names for a single geographical place, a problem that can lead to missed results in full-text searches for place names. The problem occurs because full-text search engines merely match words in the search box with words in online documents, leaving place–name variants unsearched. This paper describes how relevant resources can be missed due to this problem and describes the different sources of place–name variation. Finally, the paper describes some solutions to the place–name variation problem in full-text searching. 相似文献
103.
104.
Abigail L. Uhrman Ginger Walton Lindsey Oakes Stuart J. Schleien Jeffrey S. Kress 《Journal of Jewish Education》2013,79(2):86-108
ABSTRACTAs an increasing number of Jewish summer camps welcome campers with disabilities, it becomes more important to understand the experience of these campers and that of their neurotypical peers. In this study, campers with disabilities and neurotypical campers participated together in a photography activity. Photographs and their accompanying narratives were analyzed, yielding three categories of results: (1) camp community and responsibility (2) Jewish experience at camp; and (3) challenges and opportunities. Results are discussed in terms of enhancing the experience of inclusion at camp for all campers. 相似文献
105.
William Hart-Davidson Grace Bernhardt Michael McLeod Martine Rife Jeffrey T. Grabill 《Technical Communication Quarterly》2013,22(1):10-34
Two project profiles depict content management as inquiry-driven practice. The first profile reflects on a project for a national professional organization that began with a deceptively simple request to improve the organization's website, but ended with recommendations that ran to the very core mission of the organization. The second profile focuses on an organization's current authoring practices and tools in order to prepare for a significant change: allowing users to develop and organize content. 相似文献
106.
We attempt to answer where the social justice is in service-learning by probing what it is, how it looks in the process of being institutionalized at a Jesuit university, and why it is important. We develop themes about institutionalizing service-learning from a social justice perspective. Our themes were developed through an analysis of service-learning research focused on institutionalization and social justice, and a case study of a Jesuit university attempting to institutionalize it, including five faculty action research service-learning projects. From these themes, we share lessons that we learned from this experience. 相似文献
107.
Derick M. Kiger Jeffrey A. Johnson 《Community College Journal of Research & Practice》2013,37(8):687-693
A vast majority of colleges and universities have provisions for admitting high school students to special college programs (Robinson & Noble, 1992). These postsecondary enrollment options programs are vital because they link local higher education to the community by actively involving high school personnel, students, and parents in planning for college. Establishing and maintaining this link presents unique challenges to educators because it must meet the needs of a diverse population. The purpose of this study was to assess how students and parents perceived a suburban community colleges’ postsecondary enrollment options program. Basing marketing strategies on these perceptions provides colleges and universities an effective means to maintain the established community link. 相似文献
108.
Rebecca D. Silverman Deborah L. Speece Jeffrey R. Harring Kristen D. Ritchey 《Scientific Studies of Reading》2013,17(2):108-133
The Simple View of Reading (SVR) suggests that the components of reading comprehension are decoding and linguistic comprehension. Given research that suggests that fluency is a separate construct from decoding and linguistic comprehension in fourth grade, the aim of this study was to examine the role of fluency in the SVR model. Analyses of data from 248 fourth-grade children explored whether the influence of fluency on reading comprehension is direct or whether fluency plays an indirect role on reading comprehension as a mediator or moderator of decoding. Structural equation modeling and latent regression analyses revealed that reading fluency plays a mediating role in explaining the relation between decoding and reading comprehension. This novel finding is placed in the context of studies that reported either a direct effect or no effect of reading fluency in SVR. 相似文献
109.
Allison J. Lockard Jeffrey A. Hayes James M. Graceffo Benjamin D. Locke 《Journal of College Counseling》2013,16(3):243-257
Studies have shown that counseling decreases students' academic distress. These findings, however, are based primarily on European American students. This study explored the impact of counseling on academic distress for treatment‐seeking racial/ethnic minority college students using the Counseling Center Assessment of Psychological Symptoms–34 ( Locke et al., 2012 ) Academic Distress subscale. Results indicated that there are significant differences in academic distress at intake based on race/ethnicity. Furthermore, findings revealed that change in academic distress over the course of treatment varies by race/ethnicity. 相似文献
110.
Jeffrey Liew Audrea Y. Johnson Tracy R. Smith Felix Thoemmes 《Early education and development》2013,24(4):549-573
Research Findings: Parental expressivity, child physiological regulation (indexed by respiratory sinus arrhythmia suppression), child behavioral regulation, and child adjustment outcomes were examined in 45 children (M age = 4.32 years, SD = 1.30) and their parents. With the exception of child adjustment (i.e., internalizing and externalizing problems and adaptive skills), which were assessed with parents' ratings, all variables were observed behaviorally or physiologically. A 3-path mediation path model was tested with the relations between parental expressivity and child adjustment outcomes mediated through child physiological regulation and behavioral regulation. Despite low power to detect the mediated effect, there was evidence to suggest that physiological regulation and behavioral regulation were 2 mediating mechanisms by which parental high positive/low negative expressivity may influence adaptive skills. Thus, parental expressivity may shape children's physiological regulation. And physiological regulation may be 1 mechanism by which effortful control becomes manifested as behavioral regulation that becomes apparent to others who then make evaluations about individuals' adaptive skills. Practice or Policy: The results have implications for interventions aimed at parent training or parental coaching of emotion as well as interventions aimed at enhancing children's social-emotional or behavioral regulation to improve children's adaptive skills. 相似文献