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131.
All women should be allowed and encouraged to bring a loved one, friend, or doula to their birth without financial or cultural barriers. Continuous labor support offers benefits to mothers and their babies with no known harm. This article is an updated evidence-based review of the “Lamaze International Care Practices that Promote Normal Birth, Care Practice #3: Continuous Labor Support,” published in The Journal of Perinatal Education, 16(3), 2007. 相似文献
132.
Tenaha O’Reilly Jonathan Weeks John Sabatini Laura Halderman Jonathan Steinberg 《Educational Psychology Review》2014,26(3):403-424
When designing a reading intervention, researchers and educators face a number of challenges related to the focus, intensity, and duration of the intervention. In this paper, we argue there is another fundamental challenge—the nature of the reading outcome measures used to evaluate the intervention. Many interventions fail to demonstrate significant improvements on standardized measures of reading comprehension. Although there are a number of reasons to explain this phenomenon, an important one to consider is misalignment between the nature of the outcome assessment and the targets of the intervention. In this study, we present data on three theoretically driven summative reading assessments that were developed in consultation with a research and evaluation team conducting an intervention study. The reading intervention, Reading Apprenticeship, involved instructing teachers to use disciplinary strategies in three domains: literature, history, and science. Factor analyses and other psychometric analyses on data from over 12,000 high school students revealed the assessments had adequate reliability, moderate correlations with state reading test scores and measures of background knowledge, a large general reading factor, and some preliminary evidence for separate, smaller factors specific to each form. In this paper, we describe the empirical work that motivated the assessments, the aims of the intervention, and the process used to develop the new assessments. Implications for intervention and assessment are discussed. 相似文献
133.
In addressing the challenges faced by E‐type (evening‐type) students, researchers have pointed to the need for school schedules that reflect chronotypic concerns and the recognition of the importance of sleep for academic achievement and well‐being. One approach to dealing with this issue for adolescent students has been to move the start of the school day later. In college, however, schedules become more varied and the social context in which these challenges occur differs requiring more individualized approaches to scheduling. In spite of this, morningness–eveningness is rarely considered by college administrators, advisors, or individuals involved in student services. It is important that faculty and staff who work with students be aware of chronotypical influences on classroom performance and other aspects of student life so that they can help them succeed in college and beyond. 相似文献
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136.
Martha Putallaz Laura Hellstern Blair H. Sheppard Christina L. Grimes Kimberly A. Glodis 《Early education and development》1995,6(4):433-447
The current study was designed to address two major purposes. The first goal was to investigate the joint influence of children's sociometric status and sex on their conflict behavior, and the second goal was to explore the similarities and differences in children's conflict behavior across two contexts, specifically conflicts arising during interactions with mothers and with peers. Forty-two first-graders were videotaped playing with their mothers and then with an unfamiliar peer partner. Conflict behavior occurring in the mother-child context was quite different from that occurring between children, reflecting the contrast between the vertical and horizontal nature of these relationships. Most striking were the large number of sociometric status and sex differences in conflict behavior found across both contexts. Further, it appears that effective conflict behavior may differ for boys and girls. Implications for future research are discussed. 相似文献
137.
In this paper, we draw from the body of theories on the discursive construction of prejudice to examine the communicative strategies that university students employ to manage their talk about lesbian women who visited their campus during a women's music festival. We found that, although students used a number of strategies that communicate heterosexism subtly, the students relied more often on strategies that communicate heterosexism in blatant ways‐a finding that contradicts much of what has been written about the discursive construction of prejudice. We theorize that these findings are, in part, due to the methods we used to gather data: No researcher was present during the discussions. We conclude that this methodology may be useful for teaching students the powerful nature of discourse in the perpetuation of prejudice. 相似文献
138.
Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties 总被引:1,自引:0,他引:1
Sonia Q. Cabell Laura M. JusticeTimothy R. Konold Anita S. McGinty 《Early childhood research quarterly》2011,26(1):1
The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills. Participants were 492 preschoolers (aged 42-60 months) enrolled in needs-based programs. In the fall of the academic year, children were administered eight measures of emergent literacy: four oral language measures (i.e., expressive and receptive grammar, expressive and receptive vocabulary) and four code-related measures (i.e., print concepts, alphabet knowledge, name writing, and rhyme). Controlling for age, hierarchical-agglomerative and K-means cluster analysis procedures were employed. Five psychometrically sound profiles emerged: highest emergent literacy (prevalence = 14%); three profiles with average oral language and differential code-related abilities (16%, 24%; 23%); and lowest oral language with broad code-related weaknesses (23%). Profiles were then compared on midyear teacher ratings of emergent literacy as well as end-of-kindergarten literacy performance; results provided convergent evidence of predictive validity. This study highlights the considerable heterogeneity of emergent literacy abilities within an “at-risk” group. The resulting profiles have theoretical and practical relevance when examining both concurrent relationships between oral language and code-related skills as well as longitudinal relationships between early patterns of performance and later reading achievement. 相似文献
139.
The purpose of this study was to gain insight into the academic achievements of 200 talented athletes in 1992/1993 and 200 in 2006/2007, aged 14–16 years. When compared with the national average, the athletes in 2006/2007 attended pre‐university classes more often (χ2 = 57.001, p<.05). Of the 2006/2007 athletes, a higher percentage participated in pre‐university programs compared with that of athletes in 1992/1993 (χ2 (1, n = 400) = 32.003, p<.05), whereas the national averages showed stability (χ2 = .325, p>.05). Investigating self‐regulation appears relevant, as talented athletes may have developed a high sense of self‐regulation in sports, which may enable them to optimally profit from their self‐regulatory skills in their academics. 相似文献
140.
Laura Carter 《Cultural and Social History》2016,13(1):23-41
Studies of mid-twentieth century education in England and Wales have conventionally hinged on the 1944 Education Act, foregrounding policy over practice. This article considers the significance of the inter-war progressive educational movement for postwar educational developments. It presents a case study of one teacher who was active in the early ‘experimental’ years of secondary modern education, suggesting that this period was important in the making of ‘modern’ education. It seeks to complicate both negative and positive readings of ‘meritocracy’ in postwar educational history. This article also highlights the paucity of available source material for the study of the secondary modern school, arguing that attention should be paid to well-documented cases, placed in context. 相似文献