全文获取类型
收费全文 | 1502篇 |
免费 | 40篇 |
国内免费 | 1篇 |
专业分类
教育 | 1149篇 |
科学研究 | 145篇 |
各国文化 | 24篇 |
体育 | 57篇 |
文化理论 | 17篇 |
信息传播 | 151篇 |
出版年
2023年 | 17篇 |
2022年 | 18篇 |
2021年 | 20篇 |
2020年 | 53篇 |
2019年 | 72篇 |
2018年 | 84篇 |
2017年 | 103篇 |
2016年 | 81篇 |
2015年 | 48篇 |
2014年 | 61篇 |
2013年 | 265篇 |
2012年 | 43篇 |
2011年 | 32篇 |
2010年 | 28篇 |
2009年 | 35篇 |
2008年 | 39篇 |
2007年 | 19篇 |
2006年 | 20篇 |
2005年 | 25篇 |
2004年 | 15篇 |
2003年 | 15篇 |
2002年 | 20篇 |
2001年 | 12篇 |
2000年 | 15篇 |
1999年 | 13篇 |
1998年 | 9篇 |
1997年 | 12篇 |
1996年 | 12篇 |
1995年 | 11篇 |
1994年 | 9篇 |
1993年 | 8篇 |
1992年 | 12篇 |
1991年 | 16篇 |
1990年 | 16篇 |
1989年 | 11篇 |
1987年 | 9篇 |
1986年 | 8篇 |
1985年 | 21篇 |
1982年 | 8篇 |
1981年 | 13篇 |
1980年 | 15篇 |
1979年 | 11篇 |
1978年 | 13篇 |
1977年 | 8篇 |
1976年 | 10篇 |
1974年 | 9篇 |
1934年 | 11篇 |
1933年 | 8篇 |
1928年 | 9篇 |
1926年 | 9篇 |
排序方式: 共有1543条查询结果,搜索用时 15 毫秒
101.
Al Otaiba S Folsom JS Schatschneider C Wanzek J Greulich L Meadows J Li Z Connor CM 《Exceptional children》2011,77(4):453-470
Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed. 相似文献
102.
Eagan MK Sharkness J Hurtado S Mosqueda CM Chang MJ 《Research in higher education》2011,52(2):151-177
Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs,
few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research
projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging
undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey,
we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics
(STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory
relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive
government funding for their research are more likely to involve undergraduates in their research project(s). In addition,
faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in
research. Implications for advancing undergraduate research opportunities are discussed. 相似文献
103.
The aims of this study are threefold. First, we investigate the influence of the parent-initiated motivational climate upon elite junior athletes' perfectionistic cognitions. Second, we examine whether the coach-created motivational climate predicts additional variance in elite junior athletes' perfectionistic cognitions beyond the effects associated with the parent-initiated motivational climate. Third, we test the moderating role of athletes' gender and age in the relationship between the parent-initiated and coach-created motivational climates and athletes' perfectionistic cognitions. A total of 190 elite junior athletes (mean age 15.2 years, s?=?1.5, range 10-18) completed the Parent-Initiated Motivational Climate Questionnaire-2 (White & Duda, 1993), the Perceived Motivational Climate in Sport Questionnaire-2 (Newton, Duda, & Yin, 2000), and the Perfectionistic Cognitions Inventory (Flett, Hewitt, Blankstein, & Gray, 1998). Regression analyses revealed that mother- and father-initiated worry-conducive climates, the father-initiated success-without-effort climate, and the coach-created performance motivational climate predicted male athletes' perfectionistic cognitions. Female athletes' perfectionistic cognitions were predicted by the mother-initiated worry-conducive climate, father-initiated learning-enjoyment climate, and both dimensions of the coach-created climate. Finally, athletes' gender emerged as a significant moderator of the mother-initiated worry-conducive climate and athletes' perfectionistic cognitions relationship. Findings confirm that the parent-initiated motivational climate is a significant predictor of athletes' perfectionism-related thoughts, and provide initial support for the influence of the coach-created motivation climate over children's perfectionistic cognitions. 相似文献
104.
Campbell Laurie O. Howard Cassandra Lambie Glenn W. Gao Xueying 《Education and Information Technologies》2022,27(6):8147-8163
Education and Information Technologies - Reading in upper-elementary grades includes comprehending complex texts and learning disciplinary-specific vocabulary. This study aims to determine the... 相似文献
105.
Susan Trostle Brand Jessica Marchand Elizabeth Lilly Martha Child 《Early Childhood Education Journal》2014,42(3):163-170
Combining home–school literacy bags with preschool family literature circles provided a strong foundation for family involvement at home and school during this year-long Reading Partners project, and helped parents become essential partners in their children’s literacy development. Using home–school literacy bags, children and parents learned how to combine expressive arts and emergent literacy strategies including alphabet recognition, phonemic and phonological awareness, and oral language fluency. State-of-the-art activities designed for each of the multiple intelligences met the needs of diverse students with many different learning styles and interests. As families participated in fall and spring school-based Festivals in which they shared the literacy bags in small group family literature circles, they demonstrated children’s emerging literacy skills in a relaxed, yet highly engaging atmosphere. 相似文献
106.
Prof. Dr. Sigrid Blömeke Prof. Dr. Johannes König Dr. Andreas Busse Dr. Ute Suhl Jessica Benthien Prof. Dr. Martina Döhrmann Prof. Dr. Gabriele Kaiser 《Zeitschrift für Erziehungswissenschaft》2014,17(3):509-542
The transition from teacher training into the teaching profession is seen to be key in the biography of a teacher. Yet there is a lack of enquiry into the development of the content knowledge (CK) and pedagogical content knowledge (PCK) held by teachers at the end of their education, and into the significance of this knowledge for situational and behavioural cognition. On the basis of data from the international comparative study TEDS-M 2008 and the Germany-based 2012 follow-up, this contribution investigates the knowledge and skills development of teachers during the transition from teacher training to the teaching profession in a four-year longitudinal study with n = 171 mathematics teachers. Three test formats (paper-and-pencil, video-vignettes and speed tests) are used to examine various indicators for teacher expertise. In addition to the analysis of changes in mathematical CK and PCK levels, path analysis is used to determine the extent to which this knowledge functions as a predictor for the perception and interpretation of classroom situations, the decision-making in these situations, and the quick identification of student mistakes. The results show only small changes in the group mean (for MCK there is a small loss, whereas MPCK remains constant), but high fluctuation (i. e. weak correlation) in the MPCK ranking between the two measurement occasions, pointing to differential learning effects gained from teaching practice. There are also significant differences in predictability: MCK is important for the speed indicators of teacher expertise; MCK and MPCK for the perception and interpretation of situations, and for the generation of action strategies. These findings can on the one hand help to facilitate the evaluation of beginning teachers’ need for support and, on the other hand, they indicate the necessity for the early integration of practice-based elements into teacher training programmes with the aim of developing PCK and related skills. 相似文献
107.
Midsession reversals with pigeons: visual versus spatial discriminations and the intertrial interval
Jennifer R. Laude Jessica P. Stagner Rebecca Rayburn-Reeves Thomas R. Zentall 《Learning & behavior》2014,42(1):40-46
Discrimination reversal learning has been used as a measure of species flexibility in dealing with changes in reinforcement contingency. In the simultaneous-discrimination, midsession-reversal task, one stimulus (S1) is correct for the first half of the session, and the other stimulus (S2) is correct for the second half. After training, pigeons show a curious pattern of choices: They begin to respond to S2 well before the reversal point (i.e., they make anticipatory errors), and they continue to respond to S1 well after the reversal (i.e., they make perseverative errors). That is, pigeons appear to be using the passage of time or the number of trials into the session as a cue to reverse, and are less sensitive to the feedback at the point of reversal. To determine whether the nature of the discrimination or a failure of memory for the stimulus chosen on the preceding trial contributed to the pigeons’ less-than-optimal performance, we manipulated the nature of the discrimination (spatial or visual) and the duration of the intertrial interval (5.0 or 1.5 s), in order to determine the conditions under which pigeons would show efficient reversal learning. The major finding was that only when the discrimination was spatial and the intertrial interval was short did the pigeons perform optimally. 相似文献
108.
Jessica Bushey 《档案与原稿》2014,42(1):33-47
The recent convergence of digital cameras into mobile phones with Internet connectivity has provided the opportunity for individuals and organisations to adopt new image-making practices. The widespread use of photo-sharing and social networking platforms for sharing, accessing and storing digital photographs is presenting scholars in the social sciences with new areas of research that address the nature of digital photography. By examining the technological, social and cultural factors involved in contemporary image-making practices, scholars are presenting new concepts regarding the characteristics of digital photographs that impact archival activities aimed at managing and preserving trustworthy digital records. This article identifies and discusses the key concepts emerging from social science research on digital photography that are most relevant to the archival field. Analysis of the findings of these studies suggests that new technologies and social practices are changing how people use digital photographs and their expectations of permanence. Therefore, archivists need to be engaged in interdisciplinary discussions regarding the evolution of photographic practices and emerging characteristics of digital photographs in order to anticipate the management and preservation activities required to protect contemporary visual records for future use. 相似文献
109.
This article reports on a study of the awareness, perceptions and use of e-books by academic staff in Further Education (FE) colleges throughout Northern Ireland (NI). It is the first comprehensive study of e-book use by FE faculty in NI and fills a significant gap in the research literature on e-books in education, which has tended to focus on Higher Education and the university setting. Data was collected through an online survey which was distributed to FE faculty across NI. The findings show that although FE academic staff are receptive to e-books and welcome them as a resource, poor reading experience and lack of awareness of relevant titles have had an impact. In particular, the research found that 40% of academic staff, in post less than five years, had not used e-books. Greater availability of titles, promotion, and better integration within teaching and learning emerge as key requisites for effective service delivery and enhancement of e-books within FE, as does the need for better targeted instruction and training aimed at academic staff. Understanding patrons' views, awareness, needs, habits and expectations in relation to e-books is crucial to help direct collection content while budgets remain tight and physical space limited. 相似文献
110.