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981.
Jean B. Schumaker Joseph B. Fisher Lisa D. Walsh 《Learning disabilities research & practice》2019,34(3):158-170
An interactive multimedia software program was developed for teaching punctuation strategies and then tested with middle‐school and high‐school students with learning disabilities. Students at each school level were randomly selected into an experimental or control group. Results showed that experimental students at both school levels performed similarly by earning significantly higher scores on a test of punctuation usage than the control students. Additionally, experimental students in both school cohorts inserted significantly fewer incorrect punctuation marks than the controls. Furthermore, the experimental students generalized their use of the strategies to a test where they wrote their own sentences. Thus, this study shows that students with LD can learn punctuation strategies at a high level of mastery and can generalize their skills to sentence editing and sentence construction tasks when taught through interactive multimedia. 相似文献
982.
983.
Abstract Using Etienne Wenger’s concept of a community of practice, UH Libraries’ Liaison Services Department developed departmental members’ emotional intelligence. The social learning structure of the community of practice mirrors the emotional intelligence learning model theorized by Daniel Goleman. This case study demonstrates how this approach can benefit a unit within an academic library. Using a community of practice approach to build a space for social learning creates an environment in which library workers are able to learn and practice the skills of emotional intelligence among their colleagues and within the context of the norms and values of the work environment. 相似文献
984.
Lisa Mikesell F. Alethea Marti Jennifer R. Guzmán Michael McCreary Bonnie Zima 《Journal of Applied Communication Research》2018,46(3):323-347
Careful examination of communicative outcomes of mHealth technology is critical for understanding its capacity to shape the clinical interview and structure clinic communication. Drawing on a communicative affordances framework and adopting a video-based inductive analytic approach, we extend the concept of actualizations. We do so by examining the in situ communicative actions afforded by a mHealth web interface utilized during medication titration interviews with parents of children beginning stimulant medication for ADHD. We find that the web interface served five broad communicative functions that provided opportunities for improving information accuracy and for rendering clinical reasoning transparent, while jeopardizing opportunities for parents to narrativize medication experiences. We discuss clinical, theoretical, and methodological implications. 相似文献
985.
Connie K. Varnhagen G. Peggy McFall Nicole Pugh Lisa Routledge Heather Sumida-MacDonald Trudy E. Kwong 《Reading and writing》2010,23(6):719-733
Written communication in instant messaging, text messaging, chat, and other forms of electronic communication appears to have
generated a “new language” of abbreviations, acronyms, word combinations, and punctuation. In this naturalistic study, adolescents
collected their instant messaging conversations for a 1-week period and then completed a spelling test delivered over instant
messaging. We used the conversations to develop a taxonomy of new language use in instant messaging. Short-cuts, including
abbreviations, acronyms, and unique spellings were most prevalent in the instant message conversation, followed by pragmatic
signals, such use of emoticons, emotion words, and punctuation, and typographical and spelling errors were relatively uncommon.
With rare exceptions, notably true spelling errors, spelling ability was not related to use of new language in instant messaging.
The taxonomy provides an important tool for investigating new language use and the results provide partial evidence that new
language does not have a harmful effect on conventional written language. 相似文献
986.
Carey S. Ryan Juan F. Casas Lisa Kelly‐Vance Brigette O. Ryalls Collette Nero 《Psychology in the schools》2010,47(4):391-405
We examined ethnicity and cultural orientation as predictors of parents' views of and involvement in children's education, using data gathered from the Latino (n = 74) and non‐Latino (17 White and 13 ethnic minority) parents of children in an elementary school's dual‐language program. Parents completed a questionnaire that assessed Latino and White American cultural orientations, importance of children's academic and social success, and self‐ and significant other involvement in children's education. Results indicated that Latino (and other ethnic minority) parents valued academic and social success equally and more strongly than did Whites and that Whites valued social success more strongly than academic success. Latinos also reported greater involvement of significant others. These differences were largely accounted for by cultural orientations. Educational practices that take into account differences in cultural orientations and the involvement of significant others thus seem more likely to improve academic outcomes than do efforts intended to promote the valuing of education. © 2010 Wiley Periodicals, Inc. 相似文献
987.
Cyber crime poses an ever‐growing international threat to businesses. Organizations need to address this threat through a performance intervention by making managers aware of the reasons cyber crimes are committed so that they can detect and prevent them. This research details the primary types of cyber crime, describes and suggests managerial defenses to cyber crime, and reviews the importance of synchronized international legislation in the fight against cyber crime. 相似文献
988.
运用“概念图”评价工科学生的跨学科知识集成——以“绿色工程”课程的跟踪研究为案例 总被引:1,自引:0,他引:1
概念图作为一项评测学生跨学科知识集成的工具开始受到工程教育学界的重视.概念图能够呈现学生对多学科概念和概念间的复杂联系的理解.本文通过对"绿色工程"设计课程的为期一年的跟踪研究证明了概念图方法尤其适合评测学生跨学科知识的学习性进步.本研究探讨了在跨学科评定环境中使用概念图出现的问题以及解决问题的建议. 相似文献
989.
990.
Bullying and victimisation remains a pervasive problem within the nation’s schools. International research has indicated that students who are enrolled in special education curricula are victimised and perpetrate more bullying than their general education peers. Few empirical studies have examined bullying and victimisation rates among American schoolchildren within special education programmes. The current study examined rates of bullying and fighting perpetration and victimisation among middle‐school students (n = 7331) and high‐school students (n = 14,315) enrolled in general education and special education programmes. As hypothesised, students in special education reported greater rates of bullying and fighting perpetration, and victimisation than general education students. Students who were in self‐contained classrooms reported more perpetration and victimisation than those in inclusive settings. Fighting perpetration was similar for younger and older students in special education settings, whereas fighting perpetration was lower for older students, versus younger students, in general education. 相似文献