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931.
Claudia Mitchell David Dillon Teresa Strong‐Wilson Kathleen Pithouse Faisal Islam Kevin O’Connor 《Changing English: An International Journal of English Teaching》2010,17(1):45-55
In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching portfolios. The article draws from research done in relation to three alternative pre‐service teacher education projects based at McGill University in Canada and the University of KwaZulu‐Natal in South Africa. 相似文献
932.
OBJECTIVE: To determine significant predictors of severity of sentencing of sex offenders of minors in a jurisdiction which obtains many confessions. METHOD: Data were abstracted from 323 criminal court case records of sexually abused minors over 11 years in a county which places a high priority on sexual abuse prosecution. The sample used in this analysis consisted of 218 men who received a sentence for a sex offense. Multiple regression analysis was used to examine what factors predicted severity of sentences. Specifically this study explores whether, in a county which is very successful in obtaining confessions to sexual abuse of children, the severity of sentence is explained by the seriousness of the crime (more severe type of sexual abuse, younger age of the victim, prior conviction of a sex offense, and abusing more than one child), or by factors unrelated to the seriousness of the offense, offender confession and/or having a court-appointed attorney. RESULTS: Factors that predicted the severity of the sentence were the seriousness of the sex crime, prior conviction of a sex crime, and young age of the victim. CONCLUSIONS: This community, with a high confession rate and a high conviction rate, imposed sentences that were consistent with the crimes, with more severe sentences for more serious crimes. Convenience factors, such as the fact the offender confessed, and systemic factors, such as having a court-appointed attorney, did not result in more severe sentences. 相似文献
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934.
Simpson KR 《The Journal of perinatal education》2006,15(4):6-9
Childbirth educators can have a significant impact on safe care for mothers and babies during the second stage of labor. In this guest editorial, educators are encouraged to make sure they are knowledgeable about the latest evidence for best second-stage-care practices so they can adequately prepare women to advocate for themselves during this time. 相似文献
935.
A wealth of information can be extracted from clients’ dream narratives. Few counsellors, however, recognize the significance of monitoring their own dreams. In this clinically-informed position paper, counsellors are urged to consider their own dream content. Self-awareness is vital to the therapeutic relationship, but also instrumental to the safety and well-being of counsellors themselves. Dreaming about one’s client can reflect troubled therapeutic rapport and highlight emotional or countertransference issues. Dreams can be harbingers of vicarious traumatization. Thus, counsellors are encouraged to reflect on their own dreams as a deliberate self-care initiative in order to promote a safe and effective practice. 相似文献
936.
Kathleen A. J. Mohr Stephanie M. Juth Theresa L. Kohlmeier Kayleen E. Schreiber 《Early Childhood Education Journal》2018,46(1):11-20
The field of neuroscience is now providing research findings about how the bilingual brain functions that can be used to promote richer and more successful dual-language development. This article summarizes recent research, then provides practical applications for parents and teachers of emergent bilinguals. Key understandings about how the brain processes first and subsequent languages are translated into ways to enrich instruction and family-based language and literacy experiences. 相似文献
937.
Carla Vreys Gilles Ndanjo Ndungbogun Tessa Kieboom Kathleen Venderickx 《High Ability Studies》2018,29(1):3-22
Lack of knowledge of effective educational interventions for gifted children is a pressing problem in Belgian schools. Most preschool and primary school teachers enter the profession without any training in the best practices for gifted children. This results in many misconceptions about giftedness and gifted education and a diversity of well-intentioned but ineffective interventions in the classroom. In response to the request for help from many schools, the Belgian expertise center “Exentra” designed a professional training program for in-service teachers with the aim to increase teachers’ understanding of the characteristics and needs of gifted pupils, and help teachers develop the necessary confidence and skills to effectively teach the gifted in regular, mixed-ability classes. This study shows that the Exentra training is effective in changing teachers’ beliefs about gifted education and enhancing teachers’ knowledge, abilities, and self-esteem to effectively modify the curriculum for the more capable pupils in the classroom. 相似文献
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940.
Tasia Brafford Beth Harn Ben Clarke Christian T. Doabler Derek Kosty Kathleen Scalise 《Learning disabilities research & practice》2023,38(1):5-14
Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors’ adherence to the programmed intervention. The current study used data from a kindergarten mathematics intervention program to (a) examine if and how treatment adherence was associated with implementation quality and (b) explore implementation measures’ relation to student mathematics outcomes. Results indicated high implementation scores across time for both adherence and quality. Neither treatment adherence nor implementation quality was found to relate to a general outcome measure of student mathematics achievement; however, both were similarly related to the curricular-aligned measure. 相似文献