全文获取类型
收费全文 | 1086篇 |
免费 | 24篇 |
专业分类
教育 | 842篇 |
科学研究 | 40篇 |
各国文化 | 14篇 |
体育 | 76篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 132篇 |
出版年
2023年 | 10篇 |
2022年 | 9篇 |
2021年 | 7篇 |
2020年 | 27篇 |
2019年 | 49篇 |
2018年 | 48篇 |
2017年 | 44篇 |
2016年 | 48篇 |
2015年 | 29篇 |
2014年 | 38篇 |
2013年 | 288篇 |
2012年 | 26篇 |
2011年 | 31篇 |
2010年 | 33篇 |
2009年 | 22篇 |
2008年 | 22篇 |
2007年 | 44篇 |
2006年 | 22篇 |
2005年 | 17篇 |
2004年 | 20篇 |
2003年 | 15篇 |
2002年 | 11篇 |
2001年 | 13篇 |
2000年 | 16篇 |
1999年 | 18篇 |
1998年 | 7篇 |
1997年 | 12篇 |
1996年 | 6篇 |
1995年 | 8篇 |
1994年 | 5篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 5篇 |
1989年 | 10篇 |
1988年 | 6篇 |
1987年 | 10篇 |
1985年 | 8篇 |
1982年 | 5篇 |
1981年 | 8篇 |
1979年 | 4篇 |
1977年 | 6篇 |
1973年 | 3篇 |
1972年 | 4篇 |
1970年 | 3篇 |
1969年 | 7篇 |
1968年 | 8篇 |
1967年 | 4篇 |
1920年 | 3篇 |
1865年 | 4篇 |
排序方式: 共有1110条查询结果,搜索用时 15 毫秒
71.
Predictors of developmentally appropriate classroom practices in kindergarten through third grade 总被引:2,自引:0,他引:2
Kelly L. Maxwell R. A. McWilliam Mary Louise Hemmeter Melinda Jones Ault John W. Schuster 《Early childhood research quarterly》2001,16(4)
This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices. 相似文献
72.
73.
74.
75.
76.
77.
78.
79.
80.
John Adams 《International Journal of Educational Development》1981,1(2):67-68
This paper is an attempt to describe the nature and scope of educational provision in Tanzania since 1967. It focusses on the implications of educational policy for the development of manpower which would be suited to the satisfaction of basic needs in rural areas.Tanzania since 1967 is reportedly attempting to implement what amounts to a basic needs strategy of development in line with the declared socialist objectives of the Government.This strategy is essentially a mixture of poverty and employment oriented strategies directed at satisfying essential human needs in areas such as health, education, safe water, housing and sanitation, and food supply as well as other requirements for a fully productive life.Although the provision of education is itself a basic need, it is also a vehicle for the production of trained manpower which is essential to the effective implementation of the basic needs strategy in the other sectors mentioned above. This paper presents preliminary and tentative impressions of the relevance of Tanzania's educational system to the Government's objective of meeting the basic needs of its people as soon as possible.The paper is divided into four sections: educational philosophy in Tanzania, educational growth and development, manpower implications and theoretical models explaining the development of educational resources in Tanzania since 1967.It concludes that, where planning has preceded political decisions, large measures of success have been achieved, but that, overall, political expediency and haste have created substantial divergences between policy and practice. 相似文献