全文获取类型
收费全文 | 30238篇 |
免费 | 422篇 |
国内免费 | 21篇 |
专业分类
教育 | 21330篇 |
科学研究 | 2956篇 |
各国文化 | 269篇 |
体育 | 2393篇 |
综合类 | 15篇 |
文化理论 | 224篇 |
信息传播 | 3494篇 |
出版年
2022年 | 222篇 |
2021年 | 338篇 |
2020年 | 489篇 |
2019年 | 752篇 |
2018年 | 1076篇 |
2017年 | 1031篇 |
2016年 | 925篇 |
2015年 | 559篇 |
2014年 | 876篇 |
2013年 | 5706篇 |
2012年 | 808篇 |
2011年 | 855篇 |
2010年 | 638篇 |
2009年 | 637篇 |
2008年 | 728篇 |
2007年 | 645篇 |
2006年 | 561篇 |
2005年 | 541篇 |
2004年 | 512篇 |
2003年 | 464篇 |
2002年 | 448篇 |
2001年 | 614篇 |
2000年 | 559篇 |
1999年 | 500篇 |
1998年 | 287篇 |
1997年 | 321篇 |
1996年 | 334篇 |
1995年 | 293篇 |
1994年 | 263篇 |
1993年 | 261篇 |
1992年 | 453篇 |
1991年 | 400篇 |
1990年 | 393篇 |
1989年 | 416篇 |
1988年 | 355篇 |
1987年 | 383篇 |
1986年 | 354篇 |
1985年 | 399篇 |
1984年 | 316篇 |
1983年 | 295篇 |
1982年 | 243篇 |
1981年 | 225篇 |
1980年 | 204篇 |
1979年 | 347篇 |
1978年 | 240篇 |
1977年 | 225篇 |
1976年 | 202篇 |
1975年 | 181篇 |
1974年 | 202篇 |
1971年 | 180篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
951.
Laura M. Steacy Lesly Wade-Woolley Jay G. Rueckl Kenneth R. Pugh James D. Elliott Donald L. Compton 《Scientific Studies of Reading》2013,17(6):523-532
ABSTRACTIn a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child’s ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child’s set for variability, and the word’s relative transparency, measured here using a spelling to pronunciation transparency rating. Item-level analyses were used to explore the relationship between general child performance on the set for variability mispronunciation task, word specific set for variability (predicting reading of that word), spelling to pronunciation transparency rating, and irregular word reading. Significant predictors included general word reading, general set for variability performance, and item-specific set for variability performance; word frequency and spelling to pronunciation transparency rating; and an interaction between word reading and the transparency rating. Results underscore the importance of considering both general and item-specific factors affecting irregular word reading. 相似文献
952.
Performance-based assessments require teacher candidates to demonstrate proficiency on specific teaching tasks and apply knowledge in authentic settings. This article describes the development and use of performance-based assessments (PBAs) for advancing the learning and evaluation of teacher candidates in an early childhood special education teacher preparation program. Teacher candidates completed PBAs under supervision during culminating practica experiences at three age levels (infant/toddler, preschool, and primary practicum). Methods for determining proficiency on national (Council for Exceptional Children) and state (Colorado teacher licensure) standards are described, along with the challenges and opportunities presented by the use of PBAs. Performance-based assessment data over a 5-year period indicate teacher candidate performance meeting and exceeding national standards and state licensure requirements. 相似文献
953.
Teacher turnover in urban schools is occurring at a breakneck pace; thus, it is important for us to understand the characteristics of teachers who stay and succeed in these settings. In order to address this need, this study examines the preparation and induction experiences of teachers who completed a Transition to Teaching – a funded urban apprenticeship program. Three research questions guided the study: (1) How do participants describe the characteristics that influence their five-year retention? (2) How do participants describe their success as teachers? and (3) How do participants describe the professional support they received in their preparation program and during the subsequent four years after completing the program? Quantitative and qualitative data via interviews, focus group, and an examination of teachers’ district performance scores were utilized, as a means of understanding teachers’ staying and impact power. Staying power refers to the ability to endure or last within challenging contexts by possessing strength enough to persevere. Impact power refers to their ability to influence student learning. Four assertions describe the factors influencing developing teachers who stay and have impact as they teach in challenging urban schools, suggesting that these teachers possess a strong work ethic, seek specific resources to improve pedagogy, have the knowledge and skills necessary to differentiate instruction, and seek teacher leadership opportunities in their schools. This study suggests several implications for teacher educators, educational leaders, administrators, and researchers working with new teachers in urban schools or with populations that are predominantly children of color. 相似文献
954.
Scott M. Waring 《Educational Research and Evaluation》2013,19(5):437-449
During the past decade, there has been more than an adequate amount of research addressing issues regarding social studies methods courses. However, the apparent void is that there is no clear understanding of what pedagogical content knowledge or understanding of pedagogical approaches teacher candidates bring with them to social studies methods courses or what they expect from their time in social studies methods courses. The purpose of this study is to determine the mentality of the typical social studies methods course student, as he or she enters a social studies methods course. Employing analytic induction (Bogdan & Biklen, 2007; Erikson, 1986; Patton, 2002) and content analysis (Patton, 2002) to analyze and interpret the data, 9 categories for what the students know and 8 for what the students wanted to know were constructed. 相似文献
955.
Abstract The modernisation of potato production in the Ecuadorian highlands is related to an intensive use of pesticides. In this context, by means of ethnographic methodologies and discourse analysis tools, this study was aimed to determine the influence of household arrangements, local institutions and social differentiation in the management of potato production and pesticide use. Potato production involves all household members and generates occupational risks, but also household-level accidents. This study has determined that children and teenagers form the group most vulnerable to intoxication with pesticides. Four social dimensions that integrate pesticides in the local social dynamics were determined: health-beliefs, gender identity, social identity, and economical progress reliance by means of potato production. Intense potato production and comoditisation of nature is contributing to a progressive social stratification, which is causing a group of peasant households to emerge as the poorest group and vulnerable to occupational risks by chronic pesticide exposure. 相似文献
956.
957.
Ian K. Macgillivray 《Equity & Excellence in Education》2013,46(4):320-330
In democratic societies schools play a large role in helping students learn the values and skills necessary for adult participation in a free and open society. This article is a case study of a group of students who started a Gay-Straight Alliance (GSA) at a private American school in México City. The students' struggle to form and keep their GSA, in light of opposition from a school board member and conservative parents, is analyzed within a framework of critical pedagogy, the goal of which is the expansion of rights for oppressed groups through activist education. The author was co-advisor to the GSA and offers suggestions for others working with similar student groups. This student-led struggle illustrates lessons about democratic values, navigating bureaucracy, effecting social change, and working with others who have diverging opinions. 相似文献
958.
David A. Walker Portia M. Downey Diane Kuehl 《Community College Journal of Research & Practice》2013,37(12):959-969
Using a teacher recruitment and preparation model, a unique partnership between PK–12 schools, a community college, and a university is examined. The focus is on the training and credentialing of future educators, particularly from underrepresented backgrounds, in an efficient and quality manner to assist in meeting the current PK–12 teacher shortage. Data indicate that the partnership is progressing towards, or has met, its targets in addressing said shortage. 相似文献
959.
This article argues for the importance of integrating a focus on language, literacy, and academic development for United States-educated language minority (US-LM) students, sometimes called Generation 1.5. It describes four initiatives at community colleges in California that aim to do so. US-LM students have completed some K–12 schooling in the United States, but their English is considered by community college faculty, staff, or assessment measures to be inadequate for college-level instruction. Although enacting effective language and literacy support for Generation 1.5 has centered on debates about whether these students belong in English as a Second Language (ESL) or remedial English courses, how they can best be identified and tested, or whether they should be taught in separate classes, we argue that more fundamental shifts are needed. Instead of conceiving of students’ language and literacy development solely in terms of progress through ESL or remedial English sequences, educators designing support for US-LM students must also consider larger contexts of students’ academic progress, promoting students’ development of language and literacy for success in academic and professional settings as well as progress toward completing credits required for associate degrees, certificates, and transfer to four-year institutions. 相似文献
960.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216