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Robert Pianta Bridget Hamre Jason Downer Margaret Burchinal Amanda Williford Jennifer LoCasale-Crouch 《Early education and development》2017,28(8):956-975
Research Findings: Effects on children’s school readiness were evaluated for 2 interventions focused on improving teacher–student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year. Children’s language behavior was observed during the coaching year: Coaching and the course each had positive impacts on children’s multiword language behavior. Treatment impacts on directly assessed literacy, language, and self-regulation skills were evaluated within an intent-to-treat framework for children taught by the participating teachers in the coaching and postcoaching years. Children demonstrated higher levels of inhibitory control in direct assessments when their teacher had received coaching the prior year. Teachers who received both coursework and coaching reported in the postcoaching year that children in their classrooms demonstrated greater levels of behavioral control. Treatment effects did not differ as a consequence of child, classroom, or program characteristics, and there were no significant effects on directly assessed literacy or language skills. Practice or Policy: Results suggest modest benefits for children’s language behavior and self-regulation for intervention(s) that improve the quality of teacher–child interaction. 相似文献
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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
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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
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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
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Jennifer Charteris 《Educational Philosophy and Theory》2018,50(14):1576-1577
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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