全文获取类型
收费全文 | 2397篇 |
免费 | 38篇 |
国内免费 | 2篇 |
专业分类
教育 | 1785篇 |
科学研究 | 152篇 |
各国文化 | 32篇 |
体育 | 202篇 |
综合类 | 2篇 |
文化理论 | 9篇 |
信息传播 | 255篇 |
出版年
2023年 | 10篇 |
2022年 | 16篇 |
2021年 | 20篇 |
2020年 | 52篇 |
2019年 | 85篇 |
2018年 | 102篇 |
2017年 | 104篇 |
2016年 | 70篇 |
2015年 | 52篇 |
2014年 | 72篇 |
2013年 | 508篇 |
2012年 | 61篇 |
2011年 | 62篇 |
2010年 | 47篇 |
2009年 | 55篇 |
2008年 | 62篇 |
2007年 | 43篇 |
2006年 | 58篇 |
2005年 | 39篇 |
2004年 | 52篇 |
2003年 | 45篇 |
2002年 | 59篇 |
2001年 | 37篇 |
2000年 | 46篇 |
1999年 | 29篇 |
1998年 | 19篇 |
1997年 | 29篇 |
1996年 | 15篇 |
1995年 | 17篇 |
1994年 | 29篇 |
1993年 | 25篇 |
1992年 | 22篇 |
1991年 | 24篇 |
1990年 | 19篇 |
1989年 | 27篇 |
1988年 | 22篇 |
1987年 | 21篇 |
1986年 | 16篇 |
1985年 | 18篇 |
1984年 | 21篇 |
1983年 | 19篇 |
1982年 | 11篇 |
1981年 | 17篇 |
1980年 | 15篇 |
1979年 | 24篇 |
1978年 | 11篇 |
1977年 | 17篇 |
1974年 | 10篇 |
1971年 | 10篇 |
1926年 | 10篇 |
排序方式: 共有2437条查询结果,搜索用时 15 毫秒
941.
Five children and five families Scholastic Book Series, 904 Sylvan Avenue Englewood Cliffs, N.J. 07632 The Bowmar nature series: The ways off plants Bowmar Publishing Corporation 4563 Colorado Los Angeles, CA 90039 Science experiences for young children Rosemary Althouse and Cecil Main, Jr. Teachers College Press Teachers College, Columbia University New York and London, 1975 1234 Amsterdam, N. Y. 10029 Walker Plays: Mythology Curriculum Associates 6 Henshaw Street Woburn. Mass. 01801 相似文献
942.
943.
Ruth Gwernan‐Jones Darren A. Moore Ruth Garside Michelle Richardson Jo Thompson‐Coon Morwenna Rogers Paul Cooper Ken Stein Tamsin Ford 《British Journal of Special Education》2015,42(3):279-300
Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD. 相似文献
944.
Recently there has been concern over the need for developmental research within ethnic minority populations and interest in socialization and family variables within, and variability across, ethnic groups. This study reports analyses designed to: compare several socialization, family, and mental health variables among Hispanic and Anglo American 8–14-year-old children and mothers; examine the regression equations predicting mental health indicators with the socialization and family variables; and evaluate the cross-ethnic scalar equivalence of these socialization and family measures. The findings indicate that there are ethnic differences in several socialization and family variables; several of the socialization and family variables are related to the mental health variables, and these relations are very similar across ethnic groups; and the socialization and family measures appear to have sufficient cross-ethnic scalar equivalence for English-speaking, largely Mexican American Hispanic samples. Further, these findings suggest some caution regarding the use of the Child Depression Inventory in Hispanic samples. 相似文献
945.
ABSTRACT ‘Support for learning’ can be conceptualized in many different ways. This paper examines the role of the learning support coordinator in relation to the breadth of factors which cause pupils to experience learning difficulties in primary classrooms. It is against this background that the professional development needs of learning support coordinators is considered. The paper focuses, in particular, upon the needs of learning support teachers who work in primary schools in Singapore. The shortcomings of traditional inservice courses which focus upon curriculum development and pedagogy are discussed in relation to the wide ranging roles which learning support coordinators are expected to fulfil. The assumption that pupil achievement can be enhanced when teachers are ‘trained’ to employ certain teaching methods is questioned and the relevance of an ecological or interpretive model of staff development is discussed. Finally, the particular professional development needs of learning support coordinators in Singapore are considered. 相似文献
946.
Albert H. Jones 《The Teacher Educator》2013,48(3):32-35
Reichart, Sandford. Change and the Teacher. New York: Thomas Crowell Company, 1969, paper, 151 pages. 相似文献
947.
948.
949.
Orville C. Jones 《Religious education (Chicago, Ill.)》2013,108(5):289-290
950.
Lynn Bosetti 《教育政策杂志》2013,28(4):387-405
Rational choice theory suggests that parents are utility maximizers who make decisions from clear value preferences, that they are able to demand effective action from local schools and teachers, and that they can be relied upon to pursue the best interests of their children. This paper presents a different perspective and argues that parents invest a mixture of rationalities when selecting schools. Based on the results of a survey of 1,500 parents of students in 11 private, eight public and 10 alternative elementary schools in Alberta, Canada, this paper explores the logic, values, and concerns that inform parental decision making in the selection of an elementary school for their children and discusses implication for policy and educational reform. 相似文献