全文获取类型
收费全文 | 1965篇 |
免费 | 28篇 |
国内免费 | 2篇 |
专业分类
教育 | 1424篇 |
科学研究 | 200篇 |
各国文化 | 34篇 |
体育 | 113篇 |
综合类 | 1篇 |
文化理论 | 24篇 |
信息传播 | 199篇 |
出版年
2023年 | 15篇 |
2021年 | 26篇 |
2020年 | 39篇 |
2019年 | 54篇 |
2018年 | 49篇 |
2017年 | 77篇 |
2016年 | 68篇 |
2015年 | 40篇 |
2014年 | 40篇 |
2013年 | 430篇 |
2012年 | 31篇 |
2011年 | 36篇 |
2010年 | 39篇 |
2009年 | 46篇 |
2008年 | 57篇 |
2007年 | 23篇 |
2006年 | 38篇 |
2005年 | 35篇 |
2004年 | 32篇 |
2003年 | 27篇 |
2002年 | 27篇 |
2001年 | 33篇 |
2000年 | 26篇 |
1999年 | 20篇 |
1998年 | 18篇 |
1997年 | 13篇 |
1996年 | 19篇 |
1995年 | 22篇 |
1994年 | 24篇 |
1993年 | 13篇 |
1992年 | 21篇 |
1991年 | 18篇 |
1990年 | 30篇 |
1989年 | 18篇 |
1988年 | 15篇 |
1987年 | 16篇 |
1986年 | 22篇 |
1985年 | 31篇 |
1984年 | 14篇 |
1983年 | 14篇 |
1981年 | 25篇 |
1980年 | 13篇 |
1979年 | 14篇 |
1977年 | 19篇 |
1976年 | 14篇 |
1975年 | 13篇 |
1974年 | 15篇 |
1973年 | 12篇 |
1972年 | 13篇 |
1968年 | 13篇 |
排序方式: 共有1995条查询结果,搜索用时 15 毫秒
171.
Joseph Murphy 《Journal of Education for Students Placed at Risk》2013,18(1):38-55
We know that homelessness creates conditions of risk for homeless children and youth (e.g., malnutrition, missing parental support, affiliation with deviant peers, disconnect from schooling, and so forth). Researchers also document that these states of risk have devastating physical, emotional, social, and educational impacts on young people. In this article, we explore the final issue—how displacement affects the educational well-being of homeless children and youth. We begin our review with a variable—mobility—that has a good deal of explanatory power for the educational impacts examined. We conclude with the consequences of homelessness that follow displaced children and youth into adulthood. In between we discuss an assortment of outcome factors: placement in special education, attendance, academic success, and graduation. 相似文献
172.
173.
Joseph E. Zins John J. Murphy 《Journal of educational and psychological consultation》2013,23(2-3):175-184
There is an increasing need for education professionals to keep abreast of new research and developments in their fields. The peer support group, which is characterized by the sharing of expertise and knowledge, the provision of mutual support, and joint problem solving among professional colleagues, has been advanced as promising means of promoting professional growth and development. This article reports the results of an exploratory national survey of school psychologists' involvement in peer support groups (PSGs) that was undertaken to identify the potential contributions of such activities to improving professional practice. Nearly 64% of the respondents indicated involvement in a PSG at some point in their careers, with almost 50% currently participating in one. Several benefits were attributed to group membership, and it was suggested that further research efforts are needed to clarify the essential components that contribute to group effectiveness. 相似文献
174.
175.
Research Findings: Multiple student cohorts were longitudinally tracked and student participation in a summer program bridging the 1st- and 2nd-grade academic years was recorded to examine selection and efficacy issues related to a summer school implementation in the Pacific Northwest. The estimation of regression discontinuity models uncovered evidence of a local average treatment effect. At the cutscore for program admission, participating students had estimated summer oral reading fluency gains approximately 0.40 SD larger than those of nonparticipants. Further examination of the literacy outcomes among the sample of cutscore eligible students revealed that struggling readers who participated in the summer program increased their level of reading fluency relative to struggling readers who declined an invitation to participate. However, the advantage gained by cutscore eligible participants was not sustained over the subsequent academic year. Practice or Policy: These results suggest that supplemental summer instruction delivered to at-risk students may promote literacy gains during the otherwise challenging summer months and thereby serve as a useful intermediary tool for K–12 stakeholders seeking to keep struggling readers on track toward proficiency. 相似文献
176.
An on-going challenge in teacher education programs is how best to support new teachers in connecting their university coursework with their professional identity development and pedagogical practice in the schools. The reading and writing of case studies is one promising strategy teacher educators have explored as a means of assisting teachers in developing and cultivating a self-reflective, theory and practice reflexive, style of learning in the teacher education classroom and beyond. In the present paper, I present a case study of my own journey as a developmental and educational psychologist responsible for co-teaching a secondary teacher education course called "Adolescent Development for Teachers", in which having student-teachers research and write-up a case study of a single adolescent became the focus of the course and our pedagogy. I describe events that brought about the use of the case study in the course, the influence the use of the case study had on myself as an instructor as well as the students, and what students say are the educational benefits and difficulties of completing the adolescent case study. Implications for infusing a developmental focus into teacher education programs are discussed. 相似文献
177.
This article places universal service policy in telecommunications in Australia in an historical context. Given the dynamic growth in information technologies, universal service should be reconceptualized within a knowledge-based discourse critically linked to considerations for deepening participatory democracy. As a consequence of the discussion this article recommends that funding universal service obligations in telecommunications be based on the preferred notion of a maximally open democratic debate. The universal service obligation in telecommunications should be funded from consolidated revenue with its parameters set by democratic debate. 相似文献
178.
179.
Joseph F. T. Nese Dan Farley Daniel Anderson 《Learning disabilities research & practice》2019,34(2):97-109
We used data from the 2014–2015 easyCBM assessment system to explore the applied reading intervention characteristics in a sample of 3,074 Grade 1 students (and 5,145 interventions) in school districts applying a multitiered systems of support (MTSS) framework. We describe the number of interventions, number of assessments, the intervention start dates, curricula, instructional strategies, tier, group size, frequency, dosage, total time, and quantitative intensity. We found variance across all instructional variables, with 156 curricula and 59 instructional strategies applied. Based on our data, a “typical” intervention was a Tier 2 intervention that began before October, was delivered for 30 minutes/day for 5 days/week in a group with three to five students, was changed once if at all, and student progress was most likely monitored with word reading fluency measures. 相似文献
180.
Joseph Mifsud 《Learning, Media and Technology》1994,20(1):15-25
Joseph Mifsud is lecturer in education at the Faculty of Education at the University of Malta. He teaches courses in classroom management techniques using audio‐visual and micro‐teaching resources. He has produced videos on classroom ecology at the University of Padua in Italy and on educational management at the School of Education, Queen's University of Belfast, N. Ireland. He was also invited speaker to various media forums in Malta and in Italy. He has taken part in Council of Europe meetings and UNESCO projects on various areas of teacher training and education. 相似文献