全文获取类型
收费全文 | 1568篇 |
免费 | 56篇 |
国内免费 | 1篇 |
专业分类
教育 | 1212篇 |
科学研究 | 45篇 |
各国文化 | 28篇 |
体育 | 109篇 |
综合类 | 1篇 |
文化理论 | 14篇 |
信息传播 | 216篇 |
出版年
2024年 | 3篇 |
2023年 | 14篇 |
2022年 | 25篇 |
2021年 | 41篇 |
2020年 | 61篇 |
2019年 | 100篇 |
2018年 | 111篇 |
2017年 | 116篇 |
2016年 | 87篇 |
2015年 | 71篇 |
2014年 | 65篇 |
2013年 | 349篇 |
2012年 | 53篇 |
2011年 | 50篇 |
2010年 | 55篇 |
2009年 | 38篇 |
2008年 | 55篇 |
2007年 | 33篇 |
2006年 | 37篇 |
2005年 | 34篇 |
2004年 | 28篇 |
2003年 | 21篇 |
2002年 | 19篇 |
2001年 | 13篇 |
2000年 | 16篇 |
1999年 | 7篇 |
1998年 | 13篇 |
1997年 | 12篇 |
1996年 | 7篇 |
1995年 | 8篇 |
1994年 | 10篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1991年 | 7篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1986年 | 6篇 |
1985年 | 5篇 |
1984年 | 9篇 |
1983年 | 6篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1943年 | 1篇 |
1942年 | 1篇 |
排序方式: 共有1625条查询结果,搜索用时 46 毫秒
971.
Relations among preschool teachers' self-efficacy,classroom quality,and children's language and literacy gains 总被引:1,自引:0,他引:1
This study examined the relations among preschool teachers' self-efficacy (n = 67), classroom quality (instructional and emotional support), and children's (n = 328) gains in print awareness and vocabulary knowledge over an academic year in the US. Results indicated that teachers' self-efficacy and classroom quality served as significant and positive predictors of children's gains in print awareness but not vocabulary knowledge. However, results also showed a significant interaction among teachers' self-efficacy, classroom quality, and vocabulary gains: for children of teachers with higher levels of self-efficacy, higher levels of classroom quality (emotional support) were associated with higher vocabulary gains. 相似文献
972.
We present a data-based perspective concerning recent (e.g., 2008) Maclean’s magazine rankings of Canadian universities, including cluster analysis of the 2008 data. Canadian universities empirically
resemble and relate to each other in a manner different from their formal classification and final rank ordering in the Maclean’s system. Several pitfalls in ranking procedures, related to invalid and unreliable relationships among indices underlying
the final ranks, are outlined, along with relevant findings from previous studies. In their present format, although they
have become increasingly publicized and promoted, data based on the Maclean’s system can seemingly be of only limited practical use to students. Perhaps more important, in our opinion, ranking exercises
have unintended though potentially serious consequences for the intellectual and personal well-being of students. 相似文献
973.
Lori E. Skibbe Amelia J. Moody Laura M. Justice Anita S. McGinty 《Reading and writing》2010,23(1):53-71
The current study describes the storybook reading behaviors of 45 preschoolers [30 with language impairment (LI) and 15 with
typical language (TL)] and their mothers. Each dyad was observed reading a storybook within their homes, and sessions were
subsequently coded for indicators of emotional and instructional quality as well as for child participation. Mothers of children
with LI showed lower levels of emotional support than mothers of children with TL, although all mothers exhibited similar
quality of instruction. The two groups of children were equally enthusiastic about the book; however, children with LI were
observed to be less compliant than children with TL and showed a trend to be less persistent. For the children with LI, participation
in the book reading task was found to be high only when mothers’ behaviors were observed to be highly sensitive in nature,
demonstrating the importance of exposing children to maternal behaviors that are responsive to their unique abilities and
needs. 相似文献
974.
Petrill SA Deater-Deckard K Thompson LA Dethorne LS Schatschneider C 《Journal of learning disabilities》2006,39(1):48-55
The present study combined parallel data from the Northeast-Northwest Collaborative Adoption Projects (N2CAP) and the Western Reserve Reading Project (WRRP) to examine sibling similarity and quantitative genetic model estimates for measures of reading skills in 272 school-age sibling pairs from three family types (monozygotic twins, dizygotic twins, and unrelated adoptive siblings). The study included measures of letter and word identification, phonological awareness, phonological decoding, rapid automatized naming, and general cognitive ability. Estimates of additive genetic effects and shared environmental effects were moderate and significant. Furthermore, shared environmental effects estimated in twins were generally similar in magnitude to adoptive sibling correlations, suggesting highly replicable estimates across different study designs. 相似文献
975.
This paper examines the role of self-reflection and self-evaluation in early childhood practicum students’ development of
positive guidance skills with children. We examine how helpful students find self-reflection and self-evaluation exercises
and how their thoroughness of reflection relates to their progress in acquiring positive guidance skills. Self-reflection
also plays a role in students’ attitudes towards positive guidance and their confidence in using guidance skills. This paper
explores the extent to which reflection and evaluation affect the attitudes and confidence of future early childhood educators,
which could have an impact on the children and families they work with. Participants were 63 university students (60 female
and 3 male) in their junior or senior years in a Human Development and Family Sciences undergraduate program at a university
in the southern region of the United States. They were enrolled in an undergraduate class focused on learning “positive guidance”
interaction skills and classroom management with young children. Students generally found the self-ratings and goal setting
helpful in learning guidance skills. We did not find that thoroughness of self-reflection was related to guidance skills or
amount of improvement. There were three groups of students in regards to self-evaluation and supervisor evaluation: those
who initially overinflate their abilities, those who initially underinflate their abilities, and those who evaluate themselves
consistently. 相似文献
976.
Laura J. Moin Kathleen Magiera Naomi Zigmond 《International Journal of Science and Mathematics Education》2009,7(4):677-697
In the US, there is a significant number of learning-disabled high school students included in regular science classrooms.
It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction
they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the
learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers
who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative
notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers’ roles.
In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying
question of this research was whether inclusive classes with two teachers delivered the type of science education that is
better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a special-education
teacher present in the class, learning-disabled students usually did not receive a science education that met their needs.
We elaborate on the reasons for this problem and make suggestions for improvement. 相似文献
977.
Susie S. Cox Laura E. Marler Marcia J. Simmering Jeff W. Totten 《Performance Improvement Quarterly》2011,23(4):49-69
Research in organizational behavior and human resources promotes the view that it is critical for managers to provide accurate feedback to employees, yet little research addresses rater tendencies (i.e., the mum effect) and attitudes that influence how performance feedback is given. Because technology has changed the nature of communication in organizations (e.g., feedback given by e‐mail), there is a need to determine how a feedback giver's preference for the delivery medium might influence the message. In this article, we develop three scales measuring the mum effect, discomfort with giving feedback, and feedback medium preference to determine feedback givers' tendencies, which may be used to improve feedback delivery. We then used these scales in a feedback situation. Findings are reported and practical implications discussed. 相似文献
978.
Chaddock L Hillman CH Pontifex MB Johnson CR Raine LB Kramer AF 《Journal of sports sciences》2012,30(5):421-430
Aerobically fit children outperform less fit peers on cognitive control challenges that involve inhibition, cognitive flexibility, and working memory. The aim of this study was to determine whether, compared with less fit children, more fit 9- and 10-year-old pre-adolescents exhibit superior performance on a modified compatible and incompatible flanker task of cognitive control at the initial time of fitness testing and approximately one year later. We found that more fit children demonstrated increased flanker accuracy at both test sessions, coupled with a superior ability to flexibly allocate strategies during task conditions that required different amounts of cognitive control, relative to less fit children. More fit children also gained a speed benefit at follow-up testing. Structural MRI data were also collected to investigate the relationship between basal ganglia volume and task performance. Bilateral putamen volumes of the dorsal striatum and globus pallidus volumes predicted flanker performance at initial and follow-up testing one year later. The present findings suggest that childhood aerobic fitness and basal ganglia volumes relate to cognitive control at the time of fitness testing and may play a role in cognitive performance in the future. We hope that this research will encourage public health and educational changes that will promote a physically active lifestyle in children. 相似文献
979.
Suzanne E. Welcome Christine Chiarello Laura K. Halderman Christiana M. Leonard 《Reading and writing》2009,22(3):353-371
Despite an extensive literature linking individual differences in phonological processing to reading ability, some adults
show normal text comprehension abilities despite poor pseudoword reading (Jackson & Doellinger (2002). Journal of Educational Psychology, 94, 64–78). This study was undertaken to investigate differences between these individuals, termed resilient readers, and proficient
readers in performance and degree of lateralization on a variety of single word processing tasks. Participants completed seven
divided visual field tasks investigating various aspects of reading. Resilient readers performed less accurately on basic
word recognition tasks, but not on the tasks involving semantic access. Resilient readers did not differ from proficient readers
on reaction time or lateralization on any of the experimental tasks. These findings are consistent with the hypothesis that
skilled phonological decoding is not necessary for reading for meaning in a college population. It is proposed that higher-level
semantic information and general world knowledge may allow some readers to compensate for deficiencies in lower-level word
recognition processes.
相似文献
Suzanne E. WelcomeEmail: |
980.
Laura Hensley Choate 《Counselor Education & Supervision》2009,48(3):179-193
In this article, the development of a master's‐level course regarding girls' and women's issues in counseling is described. First, the pedagogical foundation for the course design is highlighted. Second, the learning goals for the course are outlined: (a) knowledge of counseling issues pertinent to girls and women in contemporary society, (b) development of effective interventions based on gender‐informed counseling approaches, and (c) awareness of counselors' advocacy role in improving the situation of girls and women. Corresponding teaching methods and class activities are also provided. 相似文献