全文获取类型
收费全文 | 726篇 |
免费 | 26篇 |
专业分类
教育 | 602篇 |
科学研究 | 21篇 |
各国文化 | 6篇 |
体育 | 30篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 84篇 |
出版年
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 14篇 |
2020年 | 20篇 |
2019年 | 26篇 |
2018年 | 48篇 |
2017年 | 44篇 |
2016年 | 37篇 |
2015年 | 25篇 |
2014年 | 17篇 |
2013年 | 177篇 |
2012年 | 17篇 |
2011年 | 27篇 |
2010年 | 19篇 |
2009年 | 28篇 |
2008年 | 23篇 |
2007年 | 23篇 |
2006年 | 18篇 |
2005年 | 18篇 |
2004年 | 19篇 |
2003年 | 10篇 |
2002年 | 9篇 |
2001年 | 14篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 4篇 |
1997年 | 11篇 |
1996年 | 7篇 |
1995年 | 9篇 |
1994年 | 8篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 5篇 |
1981年 | 2篇 |
1979年 | 4篇 |
1977年 | 2篇 |
1973年 | 2篇 |
1971年 | 2篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1967年 | 2篇 |
1926年 | 1篇 |
1925年 | 1篇 |
排序方式: 共有752条查询结果,搜索用时 15 毫秒
671.
This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positively affects school outcomes and that its effect is mediated by school practice characteristics like the amount of cooperation between teachers, which affects school climate and outcomes. School leadership did not affect the school practice much, perhaps because of a lack of a strong educational leadership in most of the Flemish secondary schools. However, the student composition of schools seemed to be very important for school practice, as well as for school outcomes. Nevertheless, the study revealed that schools can affect the outcomes of their students independently of their student composition and context by means of school practice. 相似文献
672.
Students with disabilities continue to be denied literacy rich experiences with their non-disabled peers. Throughout this article the authors explore how narrow, ability-focused teacher dispositions can perpetuate low expectations and can preemptively deny students with disabilities access to meaningful literacy experiences. Hence, the development of an inclusive literacy disposition is crucial to providing access to robust learning experiences for students with disabilities. The authors describe a research study that utilizes journal writing and a role-play intervention with pre-service general educators in a graduate literacy methods course. Analysis of post-intervention data suggests it is possible to shift narrow, ability-orientated dispositions to broader and more inclusive conceptualizations that support students with disabilities. Implications for both research and practice are discussed. 相似文献
673.
OBJECTIVE: To evaluate the psychometric properties of the Swedish version of the Trauma Symptom Checklist for Children (TSCC) and to study traumatic symptoms in a normative group of Swedish children and adolescents. METHOD: A normative group of 728 children and adolescents age 10-17 and a clinical group of 91 children and adolescents known to have experienced sexual abuse participated in the study. A test-retest procedure was conducted with 79 participants from the normative group. RESULTS: Good reliability such as internal consistency (Cronbach's alpha) for the total scale .94 (ranging in the clinical scales .78-.83) and test-retest for the total scale r=.81 (ranging in the clinical scales .67-.81) were found. The confirmatory 6-factor analysis explained 50.7% of the variance. Other validity measures such as concurrent validity and criterion related validity were also shown to be satisfactory. The normative sample of Swedish children and adolescents showed lower means on the subscales than has been reported in previous studies from a number of other countries. CONCLUSION: The Swedish version of TSCC has been shown to be a screening instrument with satisfactory psychometric qualities that is capable to identify trauma symptoms among children and adolescents who have themselves self-reported experiencing trauma or for whom clinicians have identified traumatic experiences. 相似文献
674.
Nancy Boudreau James Sullivan William Balzer Ann Marie Ryan Robert Yonker Todd Thorsteinson Peter Hutchinson 《Research in higher education》1997,38(3):297-312
Many different approaches, almost all of which use some form of regression, have been used to study the issue of gender equity in university faculty salaries. One major point of contention in ail of these approaches is whether faculty rank, which is university conferred, should be included as a predictor variable. Two illustrations are presented to demonstrate how omitting faculty rank as a predictor variable from gender equity studies of university faculty salaries can lead to incorrect conclusions concerning gender discrimination. The first illustration uses hypothetical data constructed so that there is no difference in salary due to gender. However, when faculty rank is not included as a predictor variable in the regression model, there is a significant difference in salary due to gender. The second illustration uses actual data from a study of gender equity in pay at Bowling Green State University. This data set is used to construct a new data set that is totally free of gender bias. When a regression model omitting faculty rank is fit to this gender bias-free data, again a significant difference in salary due to gender is present. Therefore, it is recommended that faculty rank be included as a predictor variable in any model used to study gender equity relating to salary. 相似文献
675.
We sought to determine what types of linguistic information children represent in their spelling by examining their performance on the flaps of words such as city and lady . In 4 experiments, children often misspelled flaps as d . This d bias was common until at least second grade, with few children showing a bias toward t . We found no evidence that children have an underlying representation of city as containing /t/, for children said such words with /d/ when speaking very slowly. Even kindergartners were more accurate at spelling the flaps of words such as dirty , which have a stem ending with /t/, than the flaps of words such as city . Thus, children use meaning relations among words to aid their spelling before they have formally been taught to do so. The results show that young children are not purely phonetic spellers as they are often portrayed. The results further suggest that phonology and orthography are closely related systems that interact during development. 相似文献
676.
Automatic target tracking on multi-resolution terrain 总被引:1,自引:0,他引:1
WAN Ming ZHANG Wei MURRAY Marie O. KAUFMAN Ariet 《浙江大学学报(A卷英文版)》2006,7(7):1275-1281
INTRODUCTION In this paper, we propose an automatic target tracking method in our real-time simulation and animation system of large-scale terrain field. Our system supplies autonomous guidance, navigation and control of moving objects, in order to efficiently perform related challenging missions in manufacture, entertainment, and other real-world applications. Our goal is to deploy a large number of moving vehicles upon a large-scale virtual terrain (essentially a 2D curved terrain surfa… 相似文献
677.
678.
679.
Building communicative competence in textual and multimodal literacies has become a linchpin of learning, of engagement with the world, and of participation in online and blended spaces. Young creators now compose online and with digital tools, often in what we call “user‐generated content affinity spaces” – interest‐based spaces that focus on creating and sharing self‐made content. Such spaces focus on processes of developing users' creations and sharing the products with an audience. These spaces have been inspirations for teachers to reinvigorate classroom practices and expose students to learning opportunities for creation and critique. But questions remain about models of participation in such spaces, especially those that idealise youth who are the most highly engaged while ignoring those whose participation is less visible. Here, we share three experiences of bringing user‐generated content affinity spaces into more formal learning environments and reflect on the tensions emerging from these efforts. We end by outlining steps to develop theory and interventions to navigate tensions and propel the field forward. 相似文献
680.