全文获取类型
收费全文 | 2230篇 |
免费 | 65篇 |
专业分类
教育 | 1808篇 |
科学研究 | 36篇 |
各国文化 | 46篇 |
体育 | 111篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 287篇 |
出版年
2023年 | 13篇 |
2022年 | 25篇 |
2021年 | 33篇 |
2020年 | 73篇 |
2019年 | 113篇 |
2018年 | 137篇 |
2017年 | 164篇 |
2016年 | 138篇 |
2015年 | 85篇 |
2014年 | 113篇 |
2013年 | 520篇 |
2012年 | 84篇 |
2011年 | 94篇 |
2010年 | 64篇 |
2009年 | 69篇 |
2008年 | 69篇 |
2007年 | 59篇 |
2006年 | 46篇 |
2005年 | 36篇 |
2004年 | 36篇 |
2003年 | 41篇 |
2002年 | 36篇 |
2001年 | 18篇 |
2000年 | 40篇 |
1999年 | 21篇 |
1998年 | 16篇 |
1997年 | 20篇 |
1996年 | 22篇 |
1995年 | 14篇 |
1994年 | 16篇 |
1993年 | 7篇 |
1992年 | 7篇 |
1991年 | 9篇 |
1990年 | 3篇 |
1989年 | 8篇 |
1988年 | 5篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1982年 | 2篇 |
1981年 | 5篇 |
1980年 | 3篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1966年 | 2篇 |
排序方式: 共有2295条查询结果,搜索用时 0 毫秒
991.
992.
993.
The achievement gap in mathematics between African American and Caucasian students has been observed for several decades, though previous research has been unable to fully explain why the gap exists. Using a sample of 56 kindergarten and first grade students, this study examined the role that cognitive developmental level plays in the achievement gap. Results indicated that African American students scored significantly lower than the Caucasian students on a test of mathematical achievement. Furthermore, proportionally more African American students remained in the preoperational stage of development as compared to their same-age Caucasian peers. Finally, after controlling for cognitive developmental level, the achievement gap between the two groups became statistically indistinguishable, suggesting that cognitive developmental level mediates the relationship between ethnicity and mathematic achievement. 相似文献
994.
Proficient readers engage in a wide range of cognitive and metacognitive strategies, and both developmental and classroom
intervention researchers are in need of high-quality measures of strategy use. Several researchers have recently called into
question the validity of the most common type of measures of strategy use in reading, self-report or introspective measures
(i.e., the participant must report on his or her cognitive activity while not actually engaged in the activity). We administered
three parallel strategy use measures to a sample of 30 ninth-grade students: a prospective self-report measure, a concurrent
multiple-choice measure which required students to apply the strategies to specific passages, and a text on which we asked
students to think aloud. We also collected two measures of reading comprehension—a standardized measure and free recall scores.
Consistent with Veenman’s (2005) conclusions based on a literature review, the concurrent multiple-choice and think-aloud
data were both significantly correlated with both of the comprehension scores and with each other, whereas the prospective
self-report data had non-significant correlations with all of the other measures. We conclude by recommending concurrent measures
for researchers who wish to study strategy use in reading comprehension. 相似文献
995.
Sara L. Hartman Jenny Stotts Jennifer R. Ottley Rebecca Miller 《Early Childhood Education Journal》2017,45(3):403-410
Challenging conditions put young children at risk for maltreatment around the world, including in rural, southeastern Ohio. To combat these situations, several strategies are helpful in facilitating positive outcomes for young children. Specifically, when community entities and local school professionals work together, there is a greater likelihood of positive outcomes for children. This article describes meaningful partnerships that contribute to increased school success in rural settings and offers suggestions for developing effective school-community partnerships in other regions of the United States, as well as in other countries. The benefits of the practices described in this article may be felt across multiple layers of a community and are advantageous for all stakeholders. 相似文献
996.
997.
Jennifer Charteris 《Educational Philosophy and Theory》2018,50(14):1576-1577
998.
Peters-Burton Erin E. Parrish Jennifer C. Mulvey Bridget K. 《Science & Education》2019,28(9-10):1027-1053
Science & Education - An understanding of how science is enacted and how scientific knowledge is generated, or the nature of science (NOS), is a major goal of science education. NOS views have... 相似文献
999.
Suzanne Carrington Hitendra Pillay Megan Tones Julie Nickerson Jennifer Duke Benedict Esibaea 《International Journal of Inclusive Education》2017,21(5):495-506
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there has been a history of policy borrowing rather than culturally informed policy development. This paper will critically discuss how policy development occurs in aid-funded development work and then offers an alternative model of Australian aid-supported policy development as an in-depth case study. 相似文献
1000.