全文获取类型
收费全文 | 705篇 |
免费 | 17篇 |
专业分类
教育 | 520篇 |
科学研究 | 17篇 |
各国文化 | 77篇 |
体育 | 33篇 |
文化理论 | 1篇 |
信息传播 | 74篇 |
出版年
2022年 | 4篇 |
2020年 | 11篇 |
2019年 | 17篇 |
2018年 | 24篇 |
2017年 | 23篇 |
2016年 | 21篇 |
2015年 | 16篇 |
2014年 | 26篇 |
2013年 | 166篇 |
2012年 | 21篇 |
2011年 | 27篇 |
2010年 | 26篇 |
2009年 | 19篇 |
2008年 | 24篇 |
2007年 | 33篇 |
2006年 | 26篇 |
2005年 | 11篇 |
2004年 | 14篇 |
2003年 | 10篇 |
2002年 | 14篇 |
2001年 | 9篇 |
2000年 | 23篇 |
1999年 | 12篇 |
1998年 | 6篇 |
1997年 | 15篇 |
1996年 | 10篇 |
1995年 | 6篇 |
1994年 | 8篇 |
1993年 | 6篇 |
1991年 | 8篇 |
1990年 | 5篇 |
1989年 | 2篇 |
1987年 | 3篇 |
1986年 | 8篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1983年 | 4篇 |
1981年 | 4篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 4篇 |
1972年 | 2篇 |
1970年 | 2篇 |
1937年 | 3篇 |
1934年 | 3篇 |
1933年 | 3篇 |
1907年 | 2篇 |
1905年 | 2篇 |
1859年 | 2篇 |
排序方式: 共有722条查询结果,搜索用时 15 毫秒
71.
72.
73.
74.
75.
Leslie Rescorla Marion C. Hyson Kathy Hirsh-Pasek Jessica Cone 《Early education and development》1990,1(3):165-184
This study reports psychometric data on the Educational Attitude Scale, a new instrument designed to tap parental opinions about early academic, artistic, athletic, and social experiences. Mothers of 371 middle class prekindergarten children in 22 different schools completed the 32-item Likert-style survey. Mothers were highly similar in their views about the importance of social experiences, but differed widely in their opinions about early academic instruction for preschoolers. The scale proved to have excellent split-half and test-retest reliability. Correlational analysis and factor analysis supported the general domain structure along which the instrument was designed. Scores on the Educational Attitude Scale were significantly correlated with scores on a Developmental Expectations Card Sort. Highly significant differences were found in parent attitudes on the scale when schools were grouped into those High versus Low in academic emphasis by community reputation and observed classroom practices. Parents had significantly higher academic expectations than their children's teachers, particularly in schools with “Low Academic” emphasis. 相似文献
76.
Pamela S. Hunt 《Learning & behavior》1997,25(3):301-311
Preweanling rats, 16 days of age, responded to an olfactory conditioned stimulus (CS) paired with a shock unconditioned stimulus (US) with increases in heart rate and behavioral activation. In two experiments this finding was replicated and, in addition, it was found that the form of these conditioned responses (CRs) changed after a retention interval. When tested 24 h after CS-US pairings, the subjects displayed a decrease in heart rate accompanied by CS-elicited freezing. Giving two unsignaled shocks prior to the delayed test effectively reinstated the tachycardia and behavioral arousal CRs. The results are discussed in terms of contextual influences on the form of the CR and how changes in the magnitude of context fear may alter responding to an olfactory CS. 相似文献
77.
Joyce M. Alexander Kathy E. Johnson Jennifer Albano Thea Freygang Brianna Scott 《Metacognition and Learning》2006,1(1):51-67
Across two studies, we developed and tested a declarative metacognitive interview to investigate the effects of developmental
level and verbal intelligence on children's metaconceptual understanding of processes related to concept use and object categorization.
Metaconceptual knowledge developed throughout elementary school, with near ceiling scores for adults. IQ scores correlated
positively with metaconceptual interview scores for all groups of children. Study 2 confirmed a relationship between scores
on the metaconceptual interview and performance on a Twenty Questions task for which strategic performance was presumed to
depend on such knowledge, though metaconceptual knowledge was most important when IQ was lower. Implications for theory development
and hypotheses about how metaconceptual knowledge develops are discussed. 相似文献
78.
Volume Contents
Volume contents 相似文献79.
Kathy Hytten 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):99-108
In this article, I argue that at its best, work in the foundations of education is about building islands of decency, borrowing from a metaphor originally used by Myles Horton. Horton suggests that in times of crisis and despair, we can work our way out of pessimism by surrounding ourselves with people who share some of our goals for a better world and working with them to create pockets of decency that are contagious. I begin by describing some of the commitments we share in the foundations field, focusing specifically on the ways we work toward social justice, diversity, and democracy. I then describe three tensions we must navigate in our work to be decent as scholars and people, unpacking the meaning of decency throughout the article. These are tensions between construction and critique, inquiry and advocacy, and humanist and instrumentalist rationality. I end by sketching some visions of hope and possibility, what the American Educational Studies Association can be in our next 50 years if we nourish the best of our habits and tendencies, and work to address some of our challenges. 相似文献
80.
Kathy A Mills 《The Australian Educational Researcher》2006,33(3):13-32
Communication in society today is characterised by rapidly changing and emergent forms of meaning-making in a context of increased
cultural and linguistic diversity. The need to teach these new literacy practices referred to as multiliteracies, is now embedded
within systemic policies in Australia. This research paper is a response to these imperatives, releasing key findings of a
critical ethnographic study concerning interactions between pedagogy and access to multiliteracies among culturally and linguistically
diverse learners. A salient finding was that situated practice was enacted as an isolated stage rather than occurring concurrently
with overt instruction. This had significant connections to some learners’ inability to access new, multimodal, and digitally-mediated
designs of meaning. More importantly, culturally and linguistically non-students who were not of the dominant culture were
least served by the separation of overt instruction and situated practice. The article concludes with the recommendation that
multimodal meaning-making requires an instructional model that involves both practice and instruction. 相似文献