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721.
William J. Therrien Katherine Wickstrom Kevin Jones 《Learning disabilities research & practice》2006,21(2):89-97
Research was conducted to ascertain if a combined repeated reading and question generation intervention was effective at improving the reading achievement of fourth through eighth grade students with learning disabilities or who were at risk for reading failure. Students were assigned to a treatment or control group via a stratified random sampling. Instructional components and training were based on best practices reported in the literature. Students receiving intervention significantly improved their reading speed and ability to answer inferential comprehension questions on passages that were reread. Compared to the control group, students in the intervention group also made significant gains in oral reading fluency on independent passages. 相似文献
722.
Stability of Attachment Style in Adolescence: An Empirical Test of Alternative Developmental Processes 下载免费PDF全文
Jason D. Jones R. Chris Fraley Katherine B. Ehrlich Jessica A. Stern C. W. Lejuez Phillip R. Shaver Jude Cassidy 《Child development》2018,89(3):871-880
Few studies have examined stability and change in attachment during adolescence. This 5‐year longitudinal study (a) examined whether prototype or revisionist developmental dynamics better characterized patterns of stability and change in adolescent attachment (at T1, N = 176; Mage = 14.0 years, SD = 0.9), (b) tested potential moderators of prototype‐like attachment stability, and (c) compared attachment stability in adolescence to stability in adulthood. The results supported the prototype model, which assumes that there is a stable, enduring factor underlying stability and change in attachment. Exploratory moderation analyses revealed that family conflict, parental separation or divorce, minority status, and male sex might undermine the prototype‐like stability of adolescent attachment. Stability of attachment was lower in adolescence relative to adulthood. 相似文献
723.
The Foodborne Outbreak Challenge—Using Experiential Learning to Foster Interdisciplinary Training Among Students on Foodborne Disease Outbreak Investigations 下载免费PDF全文
Alice E. White Katherine R. Sabourin Elaine Scallan 《Journal of Food Science Education》2018,17(2):60-65
The Integrated Food Safety Centers of Excellence aim to develop novel learning methods to educate and train the future public health workforce to investigate foodborne outbreaks. The Foodborne Outbreak Challenge (FOC) was a one‐day event hosted by the Colorado Integrated Food Safety Center of Excellence at the Colorado School of Public Health. The FOC incorporated experiential, problem‐based, and interdisciplinary pedagogies from case studies, simulation exercises, and public health case competitions, to deliver a novel learning experience that met the training needs of a multidisciplinary foodborne outbreak response team with diverse skills sets. The event received positive feedback, and participants demonstrated knowledge gain. Event materials are available for other institutions to use. 相似文献
724.
725.
James C. Impara Katherine P. Divine Franklin A. Bruce Milton R. Liverman Aaron Gay 《Educational Measurement》1991,10(4):16-18
To what extent do teachers possess the competence to interpret state testing program results properly? 相似文献
726.
727.
Katherine A. McComas 《Journal of Applied Communication Research》2003,31(2):164-184
Although public meetings are a frequent method of public participation and risk communication, little research investigates what citizens think about their use in environmental management. To examine satisfaction with public meetings, residents of two neighboring communities received questionnaires following a public meeting about a local landfill. Respondents included residents who did and did not attend the meeting. Irrespective of whether respondents had ever attended a public meeting, meeting expectations and perceptions of relational/informational communication at meetings, including whether respondents thought meeting organizers were genuinely interested in participants' comments or meetings were informative, predicted satisfaction. Perceived risk associated with the recent meeting's topic and credibility of government agencies that frequently conduct meetings also predicted satisfaction. 相似文献
728.
Eric FuLong Wu Katherine M. Shelfer 《Library Collections, Acquisitions, and Technical Services》2007,31(3-4):171-183
This paper describes a formula fitness review project at a top college library. It was discovered that the collection policy was very outdated and the allocation formula was no longer a good fit. Calculations had become arbitrary expressions of years of ad hoc annual adjustments. Although the formula was supposed to support multiobjective allocation decisions, this was not actually happening in an unambiguous fashion. Formula decomposition, formula simplification and multiattribute utility theory suggest that a change from the traditional allocation formulas–including abandoning aggregate topical allocations and FTE—despite the popularity of these variables–is probably in order. 相似文献
729.
Lisa Flook Simon B. Goldberg Laura Pinger Katherine Bonus Richard J. Davidson 《Mind, Brain, and Education》2013,7(3):182-195
Despite the crucial role of teachers in fostering children's academic learning and social–emotional well‐being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness‐Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer‐rated classroom organization and performance on a computer task of affective attentional bias, and increases in self‐compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, and sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed. 相似文献
730.