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131.
Restructured extracurricular activities are a component in many of the proposed solutions for the educational problems of
minority students in urban schools. This study investigates the relationships between participation in traditional extracurricular
activities and the academic achievement levels of minority male and female students in poor urban schools. Using a national
data base, we found that, in almost 50 percent of the cases, male student participation in extracurricular activities was
associated with lower achievement levels. For female students, the results were mixed. In 23 of the 90 different analyses
run, females who participated in extracurricular activities were found to have higher achievement levels than nonparticipating
females. In 6 cases, female participants had lower achievement levels. In the remaining cases, no differences were found.
Reasons for and implications of the results are examined. 相似文献
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133.
Linda M. LeBlanc 《Early Childhood Education Journal》1989,16(3):28-31
Alex is watching three other boys engage in a super-hero play act. The boys are playing Star Wars, protecting their fort from the Evil Warriors. For the past couple of days, Alex has walked near the same small group of boys and watched intently as the boys play out their drama. He moves close but says nothing.In another corner of the room, Emily and Jessica are playing house. Emily plays the mother and wants Jessica to assume the role of baby. Their play is interrupted by Jessica's refusal to be the baby. While Emily insists, Jessica refuses and soon, the play disintegrates.Steven, a new boy in the classroom, had been introduced to the class earlier in the morning. Now he is wandering from center to center, looking on as others became involved in their free choice of activity. The teacher is busy working with a small group in the science center, and Steven is on his own.Linda M. LeBlanc is Assistant Professor in the Department of Education at Whittier College in Whittier, California. 相似文献
134.
Linda Allal 《Assessment in Education: Principles, Policy & Practice》2020,27(4):332-349
ABSTRACT This paper examines the processes of regulation of student learning that are associated with formative assessment in the classroom. It discusses the concept of co-regulation and presents a model of co-regulation developed in a situated perspective on classroom learning. This model conceptualises co-regulated learning as resulting from the joint influence of student self-regulation and of sources of regulation in the learning environment: namely, the structure of the teaching/learning situation, the teacher’s interventions and interactions with students, the interactions between students, and the tools used for instruction and for assessment. Examples of research showing how co-regulation functions are discussed, in particular students’ use of tools for self-assessment and peer assessment, and the role of teacher–student interactions that encourage active student participation in formative assessment. 相似文献
135.
Schrader P.G. Leu Donald J. Kinzer Charles K. Ataya Rosemarie Teale William H. Labbo Linda D. Cammack Dana 《Instructional Science》2003,31(4-5):317-340
This preliminary study explores the effects ofusing CTELL (Case Technologies EnhancingLiteracy Learning) cases on preserviceteachers' learning. Students participated inone of three instructional treatments:traditional, traditional plus video, andtraditional plus CTELL cases. A pre-postconcept web, describing students' understandingof effective reading instruction, served as themajor outcome measure. This was supplementedwith a unidimensional confidence measure,journal entries, and student interviews. Nosignificant differences were found for any ofthe three treatment conditions on the conceptmapping task or the confidence measure.However, the journal entries and interview datahighlight important issues, challenges andbenefits, with respect to the use of multimediacases. Implications for teacher education areexplored. 相似文献
136.
Linda Watson Graeme Douglas Liz Hodges Mike McLinden Nigel Hall 《Journal of Research in Special Educational Needs》2004,4(2):82-90
There have been many efforts to conceptualise literacy, both in terms of its essence and component parts, but it has proved difficult to define. This paper considers work that is undertaken with children and older learners with sensory needs in order to promote the early stages of literacy. Recent government initiatives aimed at fostering literacy development have caused teachers of children with sensory needs to re-examine their practice. The paper discusses early literacy as part of children's attempts to communicate and describes children with sensory needs engaging in a range of activities that are termed 'literacy' by those working with them. By taking into account these activities, the authors endeavour to throw light on the broader questions around concepts of literacy. 相似文献
137.
Learning & Behavior - Rats were made ill immediately or 6 h after drinking either familiar tap water or a novel .1% saccharin solution. Control animals were given sham treatments immediately... 相似文献
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The Talent Search model of above level standardized testing is a core practice of the Center for Talented Youth (CTY) at The Johns Hopkins University in the USA, where it was introduced in 1971. The Hopkins Model was adapted for use at the Irish Centre for Talented Youth (CTYI) at Dublin City University in 1993, and this adaptation marks the first major international replication, incorporating both the mathematics and verbal portions of the SAT. The SAT proved to be a valuable assessment instrument for these students, whose scores resembled those of American students. 相似文献