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71.
72.
Laurie Sandell 《海外英语》2006,(5):9
还记得《这个杀手不太冷》里面那个抱着一盆植物跟在杀手雷昂后面的娃娃头女孩吗?娜塔莉·波曼12岁的时候就让我们见识了她非凡的演技。而这位出色的童星,并没有因为成了炙手可热的明星而立刻踏入演艺圈,却意外地在哈佛大学完成了自己的心理学专业。这个聪明的女孩总是给自己作出出乎意料的选择。 相似文献
73.
F. Sayako Earle Stephanie N. Del Tufo Tanya M. Evans Jarrad A. G. Lum Laurie E. Cutting Michael T. Ullman 《Mind, Brain, and Education》2020,14(2):176-186
Prior research has demonstrated that linguistic skills and knowledge contribute to successful reading acquisition. In contrast, little is known about the influence of domain‐general learning abilities on reading. To investigate associations between general memory functions and reading during the early stages of learning to read, performance measures of word‐level reading and of declarative and procedural learning were obtained in a cohort of 140 children, annually during their first 4 years of school. We hypothesized that differences in learning task performance would relate to reading ability in the early years, when children are first learning to read. We employed a series of linear mixed effects models to test the relationships between learning abilities and reading across time. Declarative learning performance predicted reading ability in first grade, while procedural learning performance predicted reading ability in second grade. Our findings suggest that reading acquisition may depend in part on general capacities for learning. 相似文献
74.
Stephen C. Hines Laurie Badzek Alvin H. Moss 《Journal of Applied Communication Research》2013,41(3):151-169
Physicians are legally and ethically required to obtain informed consent from patients prior to providing medical care. However, the chronically ill elderly may poorly understand the facts that are needed for them to make informed choices, and they also may wish to avoid discussing potentially discouraging information. Interviews of 142 elderly hemodialysis patients were conducted to determine whether informed consent for performing dialysis had been obtained and to explore potential causes of inadequate informed consent. As predicted, most patients lacked information needed to render fully informed consent. However, when we examined potential causes for the very low levels of knowledge reported by patients, we found that patients’ education level, cognitive capacity, and willingness to discuss medical contingencies were stronger predictors of informed consent than were the communicative practices of doctors. Neither doctors’ willingness to promptly disclose the need for dialysis nor their willingness to discuss forgoing dialysis were related to any of the patient characteristics. Results suggest that obtaining fully informed consent for chronically ill elderly requires both a modification of doctors’ communication practices and greater adaptation to the cognitive capacity, education, and communication practices of the patient. 相似文献
75.
Laurie M. Bridges 《资料收集管理》2013,38(1):51-53
Curriculum materials center (CMC) collections in academic libraries play a vital role in supporting teacher education programs. The collection items consist of print and non-print materials including nontraditional items such as kits, games, models, and toys. Following a comprehensive literature review of research on CMC collections, this study seeks to raise awareness of the role played by curriculum materials centers in the history of teacher education and the challenges faced by the CMC librarians. The article provides a general overview of the CMC at Long Island University (LIU) Post library and describes local collection development strategies and issues in collection access and maintenance. 相似文献
76.
Laurie McGarry Klose Cynthia Plotts Jon Lasser 《Assessment & Evaluation in Higher Education》2012,37(7):817-828
Evaluation of graduate students’ consultation skills is essential to competent practice in school settings. Congruence of evaluation of the consultation experience has been shown as an important factor in the development of competent consultants in other, related disciplines. The current study analysed student consultant and teacher consultee perspectives on several dimensions, including school system entry, knowledge gaps, territorial concerns, role ambivalence, and problems inherent in student–staff member interaction. Results of tests for congruence of ratings of providers and recipients of consultation services suggest a number of concerns regarding the preparation of graduate student consultants for successful practise in school settings, including inadequate preparation for systems entry, conflict over shared problem solving and the need to balance expertise with collaboration, and graduate student’s lack of knowledge of instructional practices. Implications for training graduate students in school-based consultation are discussed. 相似文献
77.
Alicia K. Webb Tenzin Wangmo Heidi H. Ewen Pamela B. Teaster Laurie R. Hatch 《Educational gerontology》2013,39(12):1089-1106
The Graduate Center for Gerontology at the University of Kentucky incorporates three levels of mentoring in its PhD program. This project assessed satisfaction with peer and faculty mentoring and explored their perceived benefits and purposes. Core and affiliate faculty and current and graduated students were surveyed. Participants seemed satisfied with the mentoring they were giving and receiving, although all groups discussed limitations. Peer mentors were seen as social support and advice givers, while faculty mentors were viewed as responsible for direction and skill-building. These results can contribute to the development of new mentorship programs and the modification of existing ones. 相似文献
78.
Laurie D. Edwards 《Educational Studies in Mathematics》2009,70(2):127-141
Spontaneous gesture produced in conjunction with speech is considered as both a source of data about mathematical thinking,
and as an integral modality in communication and cognition. The analysis draws on a corpus of more than 200 gestures collected
during 3 h of interviews with prospective elementary school teachers on the topic of fractions. The analysis examines how
gestures express meaning, utilizing the framework of cognitive linguistics to argue that gestures are both composed of, and
provide inputs to, conceptual blends for mathematical ideas, and a standard typology drawn from gesture studies is extended
to address the function of gestures within mathematics more appropriately.
Electronic supplementary material The online version of the original article (doi:) contains supplementary material, which is available to authorized users. 相似文献
79.
Recent political, fiscal, and educational equity challenges require a renewed emphasis in our efforts to advocate for increased culturally and linguistically responsive education, making certain to further advance the accomplishments of the past four decades. The education of diverse exceptional learners is well established within the fields of special education and culturally and linguistically diverse education. However, drawing on several contemporary features that currently shape education in today’s schools, the authors examine the need for continued special education advocacy to ensure appropriate referral, assessment, and instruction of all culturally and linguistically diverse exceptional (CLDE) learners within the changing pre-K-postsecondary teaching and learning environments. Implications and recommendations for educator preparation at the pre and inservice levels are provided to guide the future development of teachers of CLDE learners. 相似文献
80.
Holly A. Filcheck Cheryl B. McNeil Laurie A. Greco Rebecca S. Bernard 《Psychology in the schools》2004,41(3):351-361
The Level System is a whole‐classroom approach for managing disruptive behavior that utilizes behavioral management strategies such as a token economy, response cost, stimulating rewards, and strategic attention. Using an ABACC′ treatment comparison design with follow‐up, this study evaluated the effectiveness of the Level System in a preschool classroom compared to (a) strategies already employed by the teacher, and (b) coaching the teacher in the Child‐Directed Interaction (CDI) and Parent‐Directed Interaction (PDI) phases of Parent–Child Interaction Therapy (PCIT). Teacher‐ and parent‐report measures were administered, and behavioral observation data were collected for child and teacher behavior using videotapes. Results suggested that the amount of inappropriate behavior exhibited by children decreased when the Level System was implemented. Additionally, inappropriate behavior decreased further during the CDI and PDI conditions. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 351–361, 2004. 相似文献