全文获取类型
收费全文 | 428篇 |
免费 | 16篇 |
国内免费 | 1篇 |
专业分类
教育 | 371篇 |
科学研究 | 9篇 |
各国文化 | 4篇 |
体育 | 10篇 |
综合类 | 1篇 |
文化理论 | 1篇 |
信息传播 | 49篇 |
出版年
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 4篇 |
2019年 | 9篇 |
2018年 | 12篇 |
2017年 | 13篇 |
2016年 | 26篇 |
2015年 | 10篇 |
2014年 | 17篇 |
2013年 | 107篇 |
2012年 | 11篇 |
2011年 | 9篇 |
2010年 | 9篇 |
2009年 | 14篇 |
2008年 | 12篇 |
2007年 | 14篇 |
2006年 | 8篇 |
2005年 | 14篇 |
2004年 | 12篇 |
2003年 | 12篇 |
2002年 | 7篇 |
2001年 | 9篇 |
2000年 | 3篇 |
1999年 | 10篇 |
1998年 | 15篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 5篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 6篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 4篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1966年 | 2篇 |
排序方式: 共有445条查询结果,搜索用时 15 毫秒
351.
352.
Ann C. Miller Nancy Rumaldo Guadalupe Soplapuco Alicia Condeso Betsy Kammerer Shannon Lundy Fabiola Faiffer Andy Montañez Karen Ramos Naysha Rojas Carmen Contreras Maribel Muñoz Hilda Valdivia Daojing Vilca Nandy Córdova Patricia Hilario Martha Vibbert Leonid Lecca Sonya Shin 《Child development》2021,92(6):e1275-e1289
This study is a randomized controlled trial of a 12-week community-based group parenting intervention (“CASITA”) in Lima, Peru. CASITA improved neurodevelopment in a pilot study of 60 Peruvian children and subsequently scaled to 3,000 households throughout the district. The objective of this study was to assess intervention effectiveness when implemented at scale. A total of 347 children ages 6–20 months (52.7% male, 100% identified as “mestizo”) at risk for developmental difficulties were randomized to immediate or delayed CASITA. At 3 months after enrollment, the immediate arm showed significantly higher overall development, based on the Extended Ages and Stages Questionnaire and Home Observation for Measurement of the Environment scores (Cohen’s ds = .36 and .31, respectively). Programs demonstrably effective at scale could help address children’s development risks worldwide. 相似文献
353.
354.
Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample 总被引:1,自引:1,他引:0
J.B. Arbaugh Martha Cleveland-Innes Sebastian R. Diaz D. Randy Garrison Philip Ice Jennifer C. Richardson Karen P. Swan 《The Internet and Higher Education》2008,11(3-4):133
This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the CoI as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors—one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the CoI measures for researchers, designers, administrators, and instructors. 相似文献
355.
Fostering Intrinsic Motivation in Early Childhood Classrooms 总被引:1,自引:0,他引:1
Young children are born with an innate curiosity to learn about their world. This intrinsically instigated learning is often called mastery motivation. Patterns of motivation are established at an early age. The early childhood years are crucial for establishing robust intrinsic motivational orientations which will last a lifetime. By the time many children reach school, much of their motivation has been lost or replaced with extrinsically motivated learning strategies. Preschools and elementary schools have been criticized for contributing to such negative motivational patterns in children. This can be changed. Early child care situations and preschools can instead be instrumental in the strengthening of children's motivation. The goal of this paper is to show that through an understanding of the beginnings of motivation, we can begin to find ways to build strong motivational patterns in children that can carry on to later years of learning. 相似文献
356.
357.
A national sample of 118 teachers of learning disabled (LD) students described their school districts' criteria for identifying LD students and indicated their agreement or disagreement with the criteria. Reported criteria were characterized by variability, even within states, as were the teachers' stated agreement or disagreement with them. Implications of the continuing definitional crisis in the area of learning disabilities are explored. 相似文献
358.
359.
Deborah Phillips Debra Mekos Sandra Scarr Kathleen McCartney Martha AbbottShim 《Early childhood research quarterly》2000,15(4):475-496
This study reports data from a multisite study of typical center-based child care and children’s development regarding (a) associations among quality of care defined by structural features, process indicators, and compliance with state regulations, (b) variation in quality based on the stringency of state child care regulations and center compliance, and (c) specific quality indicators that show especially strong links to children’s experiences in child care. Findings confirmed prior evidence regarding the importance of ratios, teacher training, and group size for high quality classroom processes, but demonstrated the more significant contribution of teacher wages and parent fees. Both structural and process measures of quality varied with the location of the center in a state with more or less stringent child care regulations. The results indicate the importance of incorporating economic and regulatory considerations into future studies of childcare quality. 相似文献
360.