全文获取类型
收费全文 | 1559篇 |
免费 | 23篇 |
专业分类
教育 | 1147篇 |
科学研究 | 88篇 |
各国文化 | 26篇 |
体育 | 91篇 |
文化理论 | 11篇 |
信息传播 | 219篇 |
出版年
2022年 | 11篇 |
2021年 | 21篇 |
2020年 | 41篇 |
2019年 | 63篇 |
2018年 | 79篇 |
2017年 | 72篇 |
2016年 | 58篇 |
2015年 | 43篇 |
2014年 | 55篇 |
2013年 | 360篇 |
2012年 | 51篇 |
2011年 | 45篇 |
2010年 | 28篇 |
2009年 | 36篇 |
2008年 | 37篇 |
2007年 | 27篇 |
2006年 | 29篇 |
2005年 | 26篇 |
2004年 | 37篇 |
2003年 | 33篇 |
2002年 | 27篇 |
2001年 | 22篇 |
2000年 | 19篇 |
1999年 | 22篇 |
1998年 | 14篇 |
1997年 | 12篇 |
1996年 | 13篇 |
1995年 | 11篇 |
1994年 | 8篇 |
1993年 | 15篇 |
1992年 | 11篇 |
1991年 | 12篇 |
1990年 | 10篇 |
1989年 | 14篇 |
1988年 | 25篇 |
1987年 | 14篇 |
1986年 | 13篇 |
1985年 | 13篇 |
1984年 | 10篇 |
1982年 | 10篇 |
1981年 | 8篇 |
1980年 | 7篇 |
1979年 | 6篇 |
1977年 | 7篇 |
1976年 | 11篇 |
1975年 | 6篇 |
1974年 | 8篇 |
1972年 | 8篇 |
1968年 | 6篇 |
1918年 | 5篇 |
排序方式: 共有1582条查询结果,搜索用时 156 毫秒
101.
Early Childhood Education Journal - Children benefit from strong home–school relationships. Yet, parents who are immigrants and refugees are expected to follow frameworks for school... 相似文献
102.
103.
Joshua Pretlow 《Community College Journal of Research & Practice》2014,38(2-3):264-269
This study examines baccalaureate attainment by a cohort of 2004 Virginia high school graduates who enrolled in a minimum of one dual enrolled course while high school seniors. Results of the logistic regression analyses indicate that students who began their postsecondary education at community colleges were significantly less likely to earn a baccalaureate degree when compared to students who began directly in four-year institutions. Minority students, though more likely to enroll directly in a four-year institution, were less likely to earn a baccalaureate degree than their White counterparts. Implications for research, policy, and practice are discussed. 相似文献
104.
Next Generation Science Standards: All Standards,All Students 总被引:1,自引:0,他引:1
105.
The retention and resilience of teachers are subject to many influences. Children’s behaviour is often cited as a major source of stress for teachers and a challenge to their resilience. We suggest that an understanding of teachers’ attributions and efficacy beliefs may provide the foundations for work to support teachers. We outline findings from research that has examined teachers’ attributions for the causes of children’s misbehaviour, teachers’ beliefs in their efficacy as classroom managers of children’s behaviour as well as how, in principle, such beliefs may be supported and enhanced. We also relate these findings to those associated with educational and developmental outcomes for children. We conclude with some illustrative evidence of ways (involving consultation and other interventions) that applied psychologists have contributed to the professional well-being and resilience of teachers. 相似文献
106.
107.
This mixed methods study explores a service-learning experience embedded in a social foundations course in a teacher education program. The authors differentiate learning outcomes for social justice and charity service-learning, and utilize this framework to examine whether the service-learning experience fosters a social justice perspective. The findings demonstrate that while the experience did foster social justice perspectives for some students, the data also reflect evidence of learning outcomes that align with charity service-learning. 相似文献
108.
109.
This design case follows an ongoing collaboration between an instructional technologist and a high school literature teacher promoting reading comprehension through modules that provide visually interesting display of text on a computer screen along with cognitive tools. The modules were found to boost comprehension of specific content in even one use, and over time, overall reading skills were improved. Specific examples from the design and development process of this collaboration are shared here to illustrate decisions made in the face of common constraints—limited time, funding, and technical know-how—that emerged from theory and pilot studies. Teacher educators and their instructional-technology collaborators can use the information from this design and research process to harness the potential of ubiquitous software in affordable, replicable, and pedagogically sound ways. 相似文献
110.
Margaret OBrien Caughy Keng-Yen Huang Therese Miller Janice L. Genevro 《Early childhood research quarterly》2004,19(4):611-630
The Healthy Steps for Young Children Program (HS) is designed to provide support for new parents through the pediatrician's office. We present findings of the effect of HS on the quality of mother–child interaction, security of attachment, and child behavior using observational data from two of the HS sites that utilized a randomized treatment design. Results indicated that mothers participating in Healthy Steps were more likely to interact sensitively and appropriately than mothers in the comparison group at the second assessment point (age 34–37 months) but not at the first assessment point (age 16–18 months). There were no differences in child outcomes at either time point when the cross-sectional data were analyzed. However, the results of the longitudinal analysis (which included families who participated in the home observations at both Time 1 and Time 2) indicated that Healthy Steps participation was associated with greater security of attachment and fewer child behavior problems. 相似文献