全文获取类型
收费全文 | 476篇 |
免费 | 17篇 |
专业分类
教育 | 372篇 |
科学研究 | 2篇 |
各国文化 | 76篇 |
体育 | 11篇 |
信息传播 | 32篇 |
出版年
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 7篇 |
2019年 | 15篇 |
2018年 | 16篇 |
2017年 | 20篇 |
2016年 | 17篇 |
2015年 | 13篇 |
2014年 | 19篇 |
2013年 | 107篇 |
2012年 | 15篇 |
2011年 | 19篇 |
2010年 | 20篇 |
2009年 | 18篇 |
2008年 | 20篇 |
2007年 | 28篇 |
2006年 | 24篇 |
2005年 | 9篇 |
2004年 | 12篇 |
2003年 | 7篇 |
2002年 | 11篇 |
2001年 | 5篇 |
2000年 | 16篇 |
1999年 | 11篇 |
1998年 | 5篇 |
1997年 | 8篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 1篇 |
1991年 | 8篇 |
1990年 | 4篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 5篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1978年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有493条查询结果,搜索用时 78 毫秒
31.
32.
33.
34.
35.
Yvonne Anders Pam Sammons Brenda Taggart Kathy Sylva Edward Melhuish Iram Siraj‐Blatchford 《British Educational Research Journal》2011,37(3):421-441
The early identification of young children's special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in education. Using a large national sample of young children in England whose developmental progress was followed up from pre‐school, this study investigates which child, family, home and pre‐school factors can be viewed as risk or protective factors for later SEN‐status at age 10. The experience of high‐quality pre‐school education is shown to reduce the likelihood of a child being identified as experiencing SEN in the long run. Teachers’ assessments of SEN are found to be strongly related to children's reading and mathematics attainment, but other factors also predict SEN, including a child's age within a year group. 相似文献
36.
37.
38.
39.
OBJECTIVE: This study's aim was to examine variables associated with different short-term trajectories in multiply disadvantaged adolescent mothers by investigating antecedents and concomitants of parenting stress. METHOD: We followed 49 adolescent mothers (ages 14-18 at study outset) who were wards in Illinois foster care using a longitudinal correlational design. We examined whether parenting variables (childrearing beliefs, quality of parent-child interactions, and child abuse risk) and personal adjustment variables (emotional distress and social support) at initial assessment predicted parenting stress measured at follow-up (a mean of 22.5 months later). We also examined concurrent relationships between parenting stress and mothers' adaptive functioning in educational, social support, and childbirth areas at follow-up. RESULTS: We found that parenting variables, but not personal adjustment variables, predicted later parenting stress. Results also showed that current adaptive functioning was significantly related to parenting stress. Specifically, educational status and social support predicted concurrent parenting stress, whereas number of childbirths did not. CONCLUSIONS: These findings extend the small literature on the link between parenting difficulties and parenting stress to adolescent mothers in foster care. Parenting challenges, particularly as reflected in unrealistic childrearing expectations, appear to be markers for later parenting stress. Considering the longitudinal relationships observed, early and periodic assessment of adolescent mothers' parenting knowledge, skills, and interactions is recommended. Also, given that this study found concurrent social support and educational status to covary with current parental stress, these variables, and others for which they may serve as proxy, are implicated for careful monitoring. 相似文献
40.
In order to design two distinct engineering qualification levels for an existing University of Technology programme, empirical evidence based on the current diploma is necessary to illuminate the nature of and the relationship between the contextual and conceptual elements underpinning a multidisciplinary engineering curriculum. The increasing focus on contextual application could result in decreasing opportunities to develop the conceptual disciplinary grasp required for a dynamic, emerging region at the forefront of technological innovation. Using the theoretical tools of Bernstein and Maton to analyse final year student practice, the research addresses the question of how multidisciplinary knowledge is integrated by students, and what this reveals about the nature of such knowledge. The paper presents a conceptualisation of multidisciplinary knowledge integration practices as a dynamic process along two axes simultaneously, shifting between different forms and levels of conceptual and contextual knowledge. 相似文献