全文获取类型
收费全文 | 1007篇 |
免费 | 28篇 |
国内免费 | 2篇 |
专业分类
教育 | 879篇 |
科学研究 | 15篇 |
各国文化 | 13篇 |
体育 | 34篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 90篇 |
出版年
2023年 | 5篇 |
2022年 | 3篇 |
2021年 | 9篇 |
2020年 | 15篇 |
2019年 | 33篇 |
2018年 | 30篇 |
2017年 | 39篇 |
2016年 | 39篇 |
2015年 | 28篇 |
2014年 | 37篇 |
2013年 | 205篇 |
2012年 | 17篇 |
2011年 | 17篇 |
2010年 | 17篇 |
2009年 | 28篇 |
2008年 | 29篇 |
2007年 | 25篇 |
2006年 | 21篇 |
2005年 | 26篇 |
2004年 | 27篇 |
2003年 | 33篇 |
2002年 | 24篇 |
2001年 | 19篇 |
2000年 | 27篇 |
1999年 | 23篇 |
1998年 | 17篇 |
1997年 | 12篇 |
1996年 | 18篇 |
1995年 | 12篇 |
1994年 | 20篇 |
1993年 | 11篇 |
1992年 | 19篇 |
1991年 | 14篇 |
1990年 | 9篇 |
1989年 | 15篇 |
1988年 | 15篇 |
1987年 | 12篇 |
1986年 | 8篇 |
1985年 | 12篇 |
1984年 | 15篇 |
1983年 | 5篇 |
1982年 | 8篇 |
1981年 | 9篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 4篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 4篇 |
1970年 | 2篇 |
排序方式: 共有1037条查询结果,搜索用时 15 毫秒
981.
982.
983.
984.
985.
Dr. Judith K. Bernhard Adam Winsler Charles Bleiker Jorge Ginieniewicz Amy L. Madigan 《Journal of Education for Students Placed at Risk》2013,18(1):76-105
This article evaluates the utility of the Early Authors Program, a 12-month early literacy intervention emphasizing highly meaningful language interactions that was implemented in childcare facilities in an ethnically and linguistically diverse, urban, low-income community. Children learn to be writers and readers by creating their own self-authored, storybook texts, supported by the sensitive guidance of adults. Children (n = 280) in 32 experimental group centers and children (n = 87) in 9 similar control group centers were individually assessed at pretest and posttest on measures of language and cognition. Teachers completed pretest and posttest surveys and interviews, and interventionists were also interviewed. 3- to 5-year-old children receiving the intervention, as predicted, made significantly greater gains than the control group specifically on the child language measures but not on other measures. The quality of the classroom literacy environment and teachers' literacy-promoting practices improved considerably in centers receiving the intervention. Teachers reported high satisfaction and sustainability for the program. 相似文献
986.
It may seem obvious but the world is filled with believers in the value of good care and attention to children during the earliest months and years. That belief is embedded in virtually all cultural traditions. Indeed, both common wisdom and hard scientific research evidence lead to the forceful conclusion that the earliest years of life are critical in the development of the intelligence, personality, and the social values and behaviors that will characterize later life... But if the value of the early years is so evident... why is there such neglect by families and social institutions? Among the reasons that might be offered are the following: Families living in extreme poverty or victimized by war and famine, may be so busy surviving that they cannot give the loving attention to their children they would like to give. Families living in luxury may be too busy making money, or spending it, to give the needed time to their children. At the same time, some institutions that could help families to help their children take the position that the child development is best left to families. ‐‐Robert G. Myers, 1991 相似文献
987.
Judith A. Niemeyer 《Journal of Early Childhood Teacher Education》2013,34(3):173-179
Abstract More early childhood programs are including young children with disabilities, thereby creating inclusive environments. In order to adequately prepare personnel for working in these inclusive settings and because of the major focus on family involvement, teacher preparation programs have developed competencies related to family centered practices. One of the most valuable methods for assisting students in developing a family‐centered philosophy is to involve families in the training process. Families of children with disabilities already have much experience in dealing with the many diverse services provided to young children such as, medical staff, social service agencies, specialists (i.e., physical therapists, occupational therapists), early interventionists and teachers and therefore, could provide extensive learning opportunities for students especially from a parents’ perspective. While there are many advantages for involving family members in training activities, there are also some challenges. The purpose of this article is to discuss the importance of involving families in early childhood teacher preparation programs, different strategies for including them, and the benefits and challenges of partnering with them. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
988.
Patricia Corson Judith K. Bernhard Janet Gonzalez‐Mena 《Journal of Early Childhood Teacher Education》2013,34(3):245-258
As part of a child development course in an undergradute early childhood teacher preparation program, students completed a home visit project with a family of a culture other than their own. This report examines the assignment's effectiveness in helping students become aware of the cultural nature of human development and the role of the family in the child's growth and development. Student responses obtained through focus groups, papers, field notes, and course evaluations included 1) reflections on the nature of the experience; 2) reactions to the role of researcher in the home of relative strangers and 3) evaluation of the learning. Although students seem to have achieved some understanding of the role of family and culture, the further step of recognizing culture as fundamental to development was generally not an outcome of the present intervention. 相似文献
989.
990.