全文获取类型
收费全文 | 748篇 |
免费 | 26篇 |
专业分类
教育 | 598篇 |
科学研究 | 24篇 |
各国文化 | 13篇 |
体育 | 38篇 |
文化理论 | 2篇 |
信息传播 | 99篇 |
出版年
2023年 | 6篇 |
2022年 | 16篇 |
2021年 | 21篇 |
2020年 | 31篇 |
2019年 | 40篇 |
2018年 | 48篇 |
2017年 | 62篇 |
2016年 | 61篇 |
2015年 | 30篇 |
2014年 | 35篇 |
2013年 | 144篇 |
2012年 | 25篇 |
2011年 | 29篇 |
2010年 | 21篇 |
2009年 | 15篇 |
2008年 | 19篇 |
2007年 | 24篇 |
2006年 | 7篇 |
2005年 | 7篇 |
2004年 | 9篇 |
2003年 | 8篇 |
2002年 | 20篇 |
2001年 | 7篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 7篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 11篇 |
1993年 | 2篇 |
1992年 | 6篇 |
1991年 | 6篇 |
1990年 | 2篇 |
1987年 | 3篇 |
1985年 | 3篇 |
1983年 | 6篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1966年 | 1篇 |
1956年 | 1篇 |
1955年 | 1篇 |
排序方式: 共有774条查询结果,搜索用时 15 毫秒
11.
Katherine I. Martin 《Reading and writing》2017,30(2):279-298
Orthographic knowledge, the general ability to learn, store, and use information about the orthographic form of words (Stanovich & West, 1989), is a crucial skill for supporting literacy. Although the development of first language (L1) orthographic awareness is impacted by the characteristics of a learner’s L1 writing system, relatively little is known about what impact the L1 may have on second language (L2) orthographic awareness. In this study, English language learners from three L1s (French, Hebrew, Mandarin Chinese), plus L1 English speakers, were tested on their English spelling knowledge using a word-pseudohomophone discrimination task. In addition to allowing for the cross-linguistic comparisons, items were designed to examine whether learners had differing performance on pseudohomophones (misspellings) that targeted vowels versus consonants. Consistent with previous research (e.g., McBride-Chang, Bialystok, Cong, & Li, 2004), the L1 Chinese speakers had the highest (L2) accuracy, followed by the L1 Hebrew and the L1 French speakers. The participants from non-alphabetic languages (Hebrew and Chinese) had significantly lower accuracy on items with misspellings involving vowels compared to consonants, and the size of the vowel-consonant accuracy difference varied substantially across L1 groups. The results demonstrate that the characteristics of a learner’s L1 writing system, particularly the existence of vowel and consonant graphemes, impact the development of L2 orthographic knowledge and sensitivity to different types of word misspellings. 相似文献
12.
The value of research-informed classroom practices is well recognized and thus this qualitative study was designed to explore, from multiple perspectives, the experiences and influences of classroom practices for students with Fetal Alcohol Spectrum Disorders (FASD). The inductive analysis of 11 focus groups and three interviews involving 60 individuals working closely with this student population—31 teachers, seven administrators, 16 allied professionals, and six caregivers—generated three themes: understanding the whole student, responding within dynamic environments, and optimizing student-centered programming. This study provides an essential step toward better-prepared educators for meeting the learning and developmental needs of students with FASD as well as other complex populations. The implications for developing professional learning opportunities reflective of intentional, reflective, and assimilative classroom practices are discussed. 相似文献
13.
Using rich longitudinal data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), we find that children who attended preschool enter public schools with higher levels of academic skills than their peers who experienced other types of child care (effect size of .14). This study considers the circumstances under which the preschool advantage persists, that is, the types of classrooms in which students who did not attend preschool “catch up” to their counterparts who did. Specifically, we focus on two dimensions of the early school environment—class size and the level of academic instruction provided. The findings suggest that most of the preschool-related gap in academic skills at school entry is quickly eliminated for children placed in small classrooms and classrooms providing high levels of reading instruction. Conversely, the initial disparities persist for children experiencing large classes and lower levels of reading instruction. These results point out that the longer-term effects of early childhood experience partly depend on classroom experiences during at least the first years of school. 相似文献
14.
Ruth Brookman Marina Kalashnikova Janet Conti Nan Xu Rattanasone Kerry-Ann Grant Katherine Demuth Denis Burnham 《Child development》2020,91(6):e1211-e1230
This longitudinal study investigated the effects of maternal emotional health concerns, on infants’ home language environment, vocalization quantity, and expressive language skills. Mothers and their infants (at 6 and 12 months; 21 mothers with depression and or anxiety and 21 controls) provided day-long home-language recordings. Compared with controls, risk group recordings contained fewer mother–infant conversational turns and infant vocalizations, but daily number of adult word counts showed no group difference. Furthermore, conversational turns and infant vocalizations were stronger predictors of infants’ 18-month vocabulary size than depression and anxiety measures. However, anxiety levels moderated the effect of conversational turns on vocabulary size. These results suggest that variability in mothers’ emotional health influences infants’ language environment and later language ability. 相似文献
15.
Age and sex differences in beliefs about strategies for reducing parental anger were assessed. The central question was whether direct intervention strategies are the most effective for, and reflect more advanced understanding of, anger reduction. In Study 1, 120 children ages 4-9 years generated strategies they believed would lessen a parent's anger elicited by 3 situations of increasing complexity. Across ages children proposed direct intervention strategies for the simplest situation, and there was an age increase in suggesting direct intervention strategies for the more complex situations. In Study 2, 180 children, ages 4-12 years, and their parents rated the effectiveness of the strategies generated for the most complex situation (interparental argument). There was no longer a unilinear age increase in believing direct intervention strategies effective. Unlike with older and younger children, there was no agreement between 7-9-year-olds and their parents on the efficacy of direct intervention strategies. 相似文献
16.
Brooke E. E. Montgomery Amy Jones Sharon E. Sanders Angela McGraw Barbara Williams Katherine E. Stewart 《American journal of sexuality education》2018,13(1):40-64
Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, &; Altice, 2011; Montgomery et al., 2015; World Health Organization (WHO), 2010). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted. 相似文献
17.
Katherine A. Curry Mwarumba Mwavita Alexandra Holter Ed Harris 《Educational Assessment, Evaluation and Accountability》2016,28(1):89-104
Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training for effective data use, and data is often too far removed from students to actually influence instructional practice. This qualitative case study was designed to gain a better understanding of a district-wide, teacher-centered approach to data use. Findings suggest that when data is used to “inform” instruction rather than “evaluate” instruction, teachers begin to practice reflective teaching. A common language emerged across grade levels facilitating a collaborative approach to data use. Using the theoretical framework of Self-Determination Theory, we propose a data informed instructional theoretical model that stakeholders in K-12 education systems can use to enhance instruction and learning at the classroom level. This teacher-centered model is of particular importance as a framework to build collective capacity by meeting psychological needs of teachers of autonomy, competence, and relatedness. 相似文献
18.
Katherine Thomas Thomas 《Quest (Human Kinetics)》2013,65(1):150-170
The public health burden of obesity, overweight, and physical inactivity suggests schools be actively involved in prevention and treatment. Schools were challenged to take action by the Surgeon General in 2001. Few resources have been allocated to support the schools and in the presence of budget and high stakes testing pressure, resources are decreasing. Sources of support (research, professional organizations, government, coalitions/foundations) often criticize schools and teachers while providing erroneous information and no support. Teachers have responded to recommendations by including lifetime activities, health related fitness, and increasing MVPA. Approximately half the recommended minutes per week are provided in schools where there is any PE, many (5-33%) schools have no PE for their students. Three recommendations for scholars and leaders in the field include the following: Provide clear and consistent messages and interpretation of the scientific and theoretical information about physical activity; secure funded mandates for daily PE; be supportive not critical. 相似文献
19.
Katherine Nicoll 《高等教育研究与发展》1998,17(3):291-304
This article examines the contemporary move within the Australian university context towards flexible learning. Drawing on the notions of policy as text and discourse, it is suggested that policies seek to provide authoritative meanings for practices they promote — to fix the facts about which they speak. The article explores the emergence of discourses of flexible learning as effects of policy texts and changes within the social formation. These discourses resonate with those already operating within the social formation, and in this may have effects other than those immediately apparent. An initial analysis of Australian higher education policy texts indicates a contemporary diversification of the use of the metaphor of flexibility as a discursive strategy through which mechanisms of governance can be intensified. 相似文献
20.
Ingrid Obsuth Katherine Hennighausen Laura E. Brumariu Karlen Lyons‐Ruth 《Child development》2014,85(1):370-387
Disoriented, punitive, and caregiving/role‐confused attachment behaviors are associated with psychopathology in childhood, but have not been assessed in adolescence. A total of 120 low‐income late adolescents (aged 18–23 years) and parents were assessed in a conflict‐resolution paradigm. Their interactions were coded with the Goal‐Corrected Partnership in Adolescence Coding Scales. Confirmatory factor analysis demonstrated that the three disorganized constructs (punitive, caregiving, and disoriented interaction) were best represented as distinct factors and were separable from a fourth factor for collaboration. The four factors were then assessed in relation to measures of attachment disorganization, partner abuse, and psychopathology. Results indicate that forms of disorganized behavior first described in early childhood can also be reliably assessed in adolescence and are associated with maladaptive outcomes across multiple domains. 相似文献