全文获取类型
收费全文 | 1515篇 |
免费 | 23篇 |
专业分类
教育 | 1076篇 |
科学研究 | 69篇 |
各国文化 | 29篇 |
体育 | 177篇 |
文化理论 | 9篇 |
信息传播 | 178篇 |
出版年
2023年 | 9篇 |
2022年 | 10篇 |
2021年 | 19篇 |
2020年 | 50篇 |
2019年 | 60篇 |
2018年 | 86篇 |
2017年 | 72篇 |
2016年 | 77篇 |
2015年 | 47篇 |
2014年 | 54篇 |
2013年 | 360篇 |
2012年 | 43篇 |
2011年 | 49篇 |
2010年 | 36篇 |
2009年 | 31篇 |
2008年 | 39篇 |
2007年 | 32篇 |
2006年 | 28篇 |
2005年 | 27篇 |
2004年 | 36篇 |
2003年 | 26篇 |
2002年 | 22篇 |
2001年 | 13篇 |
2000年 | 23篇 |
1999年 | 16篇 |
1997年 | 23篇 |
1996年 | 17篇 |
1995年 | 12篇 |
1994年 | 14篇 |
1993年 | 10篇 |
1992年 | 12篇 |
1991年 | 12篇 |
1990年 | 9篇 |
1989年 | 10篇 |
1988年 | 10篇 |
1987年 | 9篇 |
1986年 | 10篇 |
1985年 | 16篇 |
1984年 | 6篇 |
1983年 | 11篇 |
1982年 | 6篇 |
1981年 | 8篇 |
1980年 | 5篇 |
1979年 | 6篇 |
1978年 | 7篇 |
1977年 | 4篇 |
1976年 | 7篇 |
1975年 | 4篇 |
1971年 | 4篇 |
1933年 | 3篇 |
排序方式: 共有1538条查询结果,搜索用时 15 毫秒
121.
Kevin M. David Angela D. Sivadon Donna G. Wood Sarah L. Stecher 《Community College Journal of Research & Practice》2013,37(11):1074-1078
In 2007, Tulsa Community College (TCC) joined the national Achieving the Dream (ATD) network, which is dedicated to developing data-informed interventions to increase persistence and completion among community college students. TCC’s participation in the national initiative set it down a path for positive institutional change, but it was the College’s restructuring of their internal work teams and their process improvements since 2011–2012 that have resulted in a sustainable system that will help retain knowledge and ensure successful leadership transitions. In 2013, TCC rebranded its modified ATD system as Completing the Dream, combining the goals of Complete College America with the action research principles of Achieving the Dream. Because of these efforts, the College is in a stronger position today than it has ever been to serve our students using evidence-based strategies, ultimately resulting in more college-educated citizens in the Tulsa area. 相似文献
122.
Service‐Learning (S‐L) pedagogy is attracting increased attention in teacher education. This article describes the implementation of S‐L in the preservice early childhood curriculum, which placed students in a birth‐5 years setting. It identifies a continuum of learning to care, which begins in infancy, as caring capacities emerge, through to adulthood, when preservice teachers learn from experienced mentors how caring characterizes their interactions with learners of all ages. Students’ journals indicate they believe S‐L experiences contribute to their personal, academic and professional development. Carefully implemented S‐L experiences validate students’ caring interactions, give them first‐hand experiences with young children during which they can apply theoretical constructs, provide experiences which help them clarify their own career goals, and make them feel better prepared to manage instructional and classroom management dimensions of working with young children. 相似文献
123.
124.
Daniel H. Robinson Joel R. Levin Gregory Schraw Erika A. Patall Earl B. Hunt 《Educational Psychology Review》2013,25(2):291-302
To counteract what we see as a growing research-reporting concern, we propose the following editorial-policy change regarding the content of primary research articles in educational research journals: Contributors should restrict their discussion and conclusions to their data and not offer recommendations for educational practice nor speculate about the educational policy implications of their research. We believe that this change will be beneficial for maintaining a separation between evidence and opinion concerning the legitimate warrants of empirical research. We suggest viable accompaniments and alternatives to authors offering practical recommendations and policy speculations in primary-research journal articles. Among these is to rely on all sources of evidence, including systematic research syntheses based on the aggregated contribution of multiple research studies from different sources, with recommendations for practice tailored to specific situations so that both their validity and utility will be increased. It is hoped that our proposed policy change will initiate a conversation among researchers, editors, reviewers, and educational-policy experts with respect to the scope and purpose of primary research journal articles. 相似文献
125.
Thomas W. Farmer Jill V. Hamm Kathleen L. Lane David Lee Kevin S. Sutherland Cristin M. Hall 《Journal of educational and psychological consultation》2013,23(2):115-139
Decades of research indicate that many early adolescents are at risk for developing significant school adjustment problems in the academic, behavioral, and social domains during the transition to middle school. The Supporting Early Adolescent Learning and Social Success (SEALS) model has been developed as a professional development and consultation program to train teachers in universal (Tier 1) instructional and classroom management strategies to address the correlated risks experienced by students during this time. This article reviews the conceptual foundations of the SEALS model, provides an overview of SEALS intervention components, describes the SEALS professional development training and consultation framework, reviews preliminary findings of the impact of SEALS in rural school settings in the United States, and discusses research needs and future directions regarding the use of the SEALS model. 相似文献
126.
127.
128.
129.
Kevin Brown 《资料收集管理》2017,42(3-4):196-207
ABSTRACTThe Indigenous Nations Library Program (INLP) at the University of New Mexico is entering its twelfth year of program history and developing a unique venture into Indigenous librarianship. Rather than taking a passive role of information literacy and content support, INLP is participating as an active cognitive participant in Indigenous knowledge contextualization. INLP has done this in various ways including designating culturally sensitive learning spaces, collection development, and Indigenous knowledge promotion. 相似文献
130.
The present study investigated the relationships between socioeconomic status (SES) and word reading in both Chinese (L1) and English (L2), with children's cognitive/linguistic skills considered as mediators and/or moderators. One hundred ninety‐nine Chinese kindergarteners in Hong Kong with diverse SES backgrounds participated in this study. SES explained unique variance in English word reading even after age, phonological processing, vocabulary and working memory were controlled. However, the effect of SES on Chinese word reading became nonsignificant when these control variables were included. Moreover, phonological awareness showed a full mediating effect on the relationship between SES and Chinese word reading. Both phonological awareness and vocabulary were found to partially mediate the association between SES and English word reading. These findings complement our understanding of the relation between SES and reading development in Chinese societies and may have policy or intervention development implications. 相似文献