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81.
Julia T. Reguero de Atiles Dolores A. Stegelin Janie K. Long 《Early Childhood Education Journal》1997,25(2):101-105
Biting behavior occurs frequently among young children in child care settings. Research indicates several possible reasons for biting behavior including developmental as well as emotional issues. This study examines procedures that have been established to handle childhood biting by early childhood education child care facilities in a southeastern state of the United States. We were interested in whether these child care providers considered biting a normal developmental behavior or an abnormal, dysfunctional behavior. Additionally, how did their philosophy about childhood biting relate to their handling of biting incidents in their facilities? 相似文献
82.
Politicians and other leaders in Botswana have recently expressed concerns that the country's ‘youth’ is not taking its citizenship responsibilities seriously. This is in a context of rapid change and development in the last thirty years since Botswana's independence in 1966. The study described here explored the learned perceptions of citizenship responsibility amongst a selection of Botswana's young adults and youth leaders. These perceptions were analysed in relation to theories of social capital citizenship and learning. The findings suggest that the influences of globalisation are producing a shift from traditional communitarian citizenship values to ones of ‘enlightened self interest’. However, civil society is under‐developed and needs nurturing through an educational strategy that encourages participatory approaches to development. Some of the arguments articulated here are elaborated on in a book (Preece & Mosewunyane, 2004). 相似文献
83.
84.
Sarant JZ Holt CM Dowell RC Rickards FW Blamey PJ 《Journal of deaf studies and deaf education》2009,14(2):205-217
This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children. 相似文献
85.
86.
Julia A. Bryan Norma L. Day‐Vines Cheryl Holcomb‐McCoy Cheryl Moore‐Thomas 《Counselor Education & Supervision》2010,49(4):266-279
National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large‐scale national data sets are described. A 6‐step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined. 相似文献
87.
Julia E. Morris 《The Australian Educational Researcher》2018,45(4):455-472
This study draws on student engagement factors to examine the relationship between students’ non-school-based arts experiences on their intrinsic motivation and self-efficacy to participate in visual arts responding tasks. Visual arts responding in the curriculum includes learning about artists and artworks, decoding art and making critical judgements, and is important in building twenty-first century learning skills such as critical thinking and communication. A total of 266 Year 10 to 12 students from 18 schools in Western Australia (WA) participated in the quantitative research, which explored outside-school arts engagement as well as cognitive and psychological engagement factors in their current year of secondary schooling. The findings showed that while being an art consumer appears to impact on intrinsic motivation and self-efficacy, producing art as a hobby outside of school does not appear to do so. The research raised questions about links between practice and theory, and how to promote students’ engagement in responding. 相似文献
88.
This article provides a more differentiated understanding of mobile health consumers, and considers whether health app use may contribute to new digital inequalities. It focuses on factors associated with mobile health app use, and identifies which factors explain the use of different types of health apps. Data from a large representative sample of the Dutch population (N = 1,079) show that mobile health app users were generally younger, higher educated, and had higher levels of e-health literacy skills than non-users. Interestingly, different usage patterns were found for specific types of health apps. Theory and policy implications are discussed. 相似文献
89.
Since the turn of the twenty-first century, the global education community has focused significant attention on the promotion of education in fragile and conflict-affected contexts, embodied in the growth of a new sub-field called Education in Emergencies. This article points out the surprising distinction of this new sub-field from the more established and closely related field of peace education. It examines United Nations Educational, Scientific and Cultural Organization (UNESCO) documents for insight into the changing global ideas that have facilitated the shift in focus from peace to conflict. Empirically, we draw on a quantitative content analysis of more than 450 UNESCO documents published between 1945 and 2015. We find that education for peace remains a constant, if evolving, concern in these texts, but that a powerful emphasis on individual rights has shifted the discursive focus away from inter-state relations and towards the educational needs of young people. In the documents, conflict is now theorised as a threat to education and peace is re-envisioned not just as the desirable outcome of education, but also as its pre-condition. We show how this ideational transformation has re-cast an expansive array of conflicts, natural disasters, and other emergencies as threats to education. 相似文献
90.
Rylee Oram Julia Ryan Maria Rogers Nancy Heath 《Emotional and Behavioural Difficulties》2017,22(2):162-173
Although studied extensively in the field of adolescent mental health, the role of emotion regulation (ER) in the academic functioning of adolescents is not well understood. This study examined the role of ER in adolescents’ perceptions of themselves and their learning environments. We compared adolescents with high and low levels of ER on perceptions of school achievement and attitudes towards school and their perception of their parents’ academic involvement. Students completed surveys about perceptions of their learning and parental involvement, as well as their ER abilities. Results indicated that students with higher emotion dysregulation endorsed more negative self-perceptions of their own academic abilities, had more negative attitudes towards school, and rated their mothers and fathers as more controlling in relation to their learning. These results demonstrate the importance of ER in the academic context, particularly in the home learning environment. 相似文献