全文获取类型
收费全文 | 275篇 |
免费 | 6篇 |
专业分类
教育 | 236篇 |
科学研究 | 4篇 |
各国文化 | 3篇 |
体育 | 9篇 |
文化理论 | 4篇 |
信息传播 | 25篇 |
出版年
2022年 | 2篇 |
2021年 | 3篇 |
2020年 | 5篇 |
2019年 | 7篇 |
2018年 | 9篇 |
2017年 | 17篇 |
2016年 | 10篇 |
2015年 | 13篇 |
2014年 | 8篇 |
2013年 | 54篇 |
2012年 | 12篇 |
2011年 | 4篇 |
2010年 | 10篇 |
2009年 | 11篇 |
2008年 | 3篇 |
2007年 | 9篇 |
2006年 | 11篇 |
2005年 | 6篇 |
2004年 | 12篇 |
2003年 | 12篇 |
2002年 | 7篇 |
2001年 | 4篇 |
2000年 | 6篇 |
1999年 | 6篇 |
1998年 | 2篇 |
1997年 | 6篇 |
1996年 | 6篇 |
1995年 | 4篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 4篇 |
1978年 | 1篇 |
1977年 | 1篇 |
排序方式: 共有281条查询结果,搜索用时 46 毫秒
51.
52.
Laurie A. Schreiner 《About Campus》2010,15(4):2-11
In the final part of this series on student thriving, Laurie Schreiner describes how students who thrive turn outward and engage with the world through healthy interpersonal relationships and service to their communities. 相似文献
53.
Alexandra Ursache Kathleen Kiely Gouley Spring Dawson-McClure R. Gabriela Barajas-Gonzalez Esther J. Calzada Keith S. Goldfeld Laurie M. Brotman 《Child development》2020,91(6):e1249-e1266
This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social–emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies. 相似文献
54.
Laurie Marks 《About Campus》2012,16(6):29-32
The University of Wisconsin‐Milwaukee offers financial incentives to low‐income students to perform community service. Laurie Marks explains why. 相似文献
56.
57.
58.
59.
Amanda C. Miller Sun‐Joo Cho Jessica R. Toste James Street Laurie E. Cutting 《Learning disabilities research & practice》2014,29(1):25-35
Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random‐effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and student characteristics influenced students’ (n = 94; mean age = 11.97 years) performance on two indicators of reading comprehension: different types of comprehension questions and passage fluency. We found that variables related to word recognition, language, and executive function were influential across various types of passages and comprehension questions and also predicted a reader's passage fluency. Further, an exploratory analysis of two‐way interaction effects was conducted. Results suggest that understanding the relative influence of passage, question, and student variables has implications for identifying struggling readers and designing interventions to address their individual needs. 相似文献
60.