全文获取类型
收费全文 | 2814篇 |
免费 | 52篇 |
国内免费 | 2篇 |
专业分类
教育 | 2292篇 |
科学研究 | 73篇 |
各国文化 | 37篇 |
体育 | 109篇 |
文化理论 | 13篇 |
信息传播 | 344篇 |
出版年
2022年 | 9篇 |
2021年 | 19篇 |
2020年 | 40篇 |
2019年 | 62篇 |
2018年 | 79篇 |
2017年 | 99篇 |
2016年 | 75篇 |
2015年 | 64篇 |
2014年 | 67篇 |
2013年 | 708篇 |
2012年 | 66篇 |
2011年 | 88篇 |
2010年 | 71篇 |
2009年 | 72篇 |
2008年 | 79篇 |
2007年 | 81篇 |
2006年 | 70篇 |
2005年 | 65篇 |
2004年 | 66篇 |
2003年 | 56篇 |
2002年 | 63篇 |
2001年 | 49篇 |
2000年 | 54篇 |
1999年 | 36篇 |
1998年 | 35篇 |
1997年 | 53篇 |
1996年 | 35篇 |
1995年 | 39篇 |
1994年 | 39篇 |
1993年 | 34篇 |
1992年 | 32篇 |
1991年 | 28篇 |
1990年 | 22篇 |
1989年 | 24篇 |
1988年 | 23篇 |
1987年 | 14篇 |
1986年 | 27篇 |
1985年 | 26篇 |
1984年 | 22篇 |
1983年 | 25篇 |
1982年 | 19篇 |
1981年 | 16篇 |
1980年 | 27篇 |
1979年 | 18篇 |
1978年 | 24篇 |
1977年 | 25篇 |
1976年 | 18篇 |
1973年 | 11篇 |
1970年 | 10篇 |
1969年 | 12篇 |
排序方式: 共有2868条查询结果,搜索用时 15 毫秒
201.
202.
203.
A look at programs aimed at making affirmative action work, at promoting some other form of equity, or at achieving equity and excellence. 相似文献
204.
Mary Prentice 《Equity & Excellence in Education》2013,46(3):266-273
Community colleges educate students from both oppressed and marginalized groups, yet there is almost no literature on community colleges and issues of social justice. Student participation in service learning has been tentatively linked to development of a social justice lens. In this study, I analyze community college students' post-course civic engagement surveys to investigate the effect of service learning experiences on the emergence of any of three types of citizenship: personally responsible citizenship, participatory citizenship, or justice-oriented citizenship. Findings were mixed for personally responsible citizenship, but there were significant data supporting the development of participatory citizenship and justice-oriented citizenship in students who had taken between two and five previous courses that had included service learning. These encouraging findings support the idea that service learning plays a role in helping community college students transform inequitable structures in their communities. 相似文献
205.
Mary Mohni Jolene Rogers Al Zeitz 《Community College Journal of Research & Practice》2013,37(6):501-502
Iowa Lakes Community College responded to a national need for wind-energy technicians. The Wind-Energy and Turbine Program aligned industry and academic competencies with experiential learning components to foster exploration of additional renewable energy applications. Completers understand both the physical and academic rigor a career in wind energy demands. 相似文献
206.
207.
Seventy-six children ages 3 to 5 were individually read two storybooks that had been specially formatted to contain salient printed words within the text, and illustrations and text on left or right-facing pages. The reader pointed to each word while reading to half of the children. After each book, children were asked to recognize elements of the illustrations and the specially formatted text elements from among a set of foils. Videotaped sessions were coded for the time children spent looking toward the pages with print versus illustrations. Analyses showed that the percentage of time looking at print was less than 2% in the no-pointing condition but increased with age. Pointing to the words increased print-looking time for all age groups and print target recognition for 4-year-olds. After controlling for receptive vocabulary, visual memory, and maturation associated with these scores, emergent orthography and letter-word identification predicted time looking at print and recognition of the print elements. 相似文献
208.
Mary Benson McMullen 《Journal of Early Childhood Teacher Education》2013,34(3):123-133
Abstract Twelve early childhood teachers in kindergarten/primary grades who hold opposing philosophical beliefs about developmentally appropriate practices (DAP) were interviewed about their perceived barriers to effective practice. Specifically, they were asked to discuss work‐related “things that keep them from being the best teacher they can be.” All teachers selected scored as highly efficacious about education and themselves as teachers and had low occupational stress scores. Half strongly endorsed and engaged in behaviors closely aligned with DAP and half were highly traditional. Interesting differences in terms of the relative influence of preservice education and acceptance of inclusive practices were found across the two groups of teachers, but they united in concern for standardized testing as a barrier to effective practice. Listening to these teachers can and should inform those of us engaged in pre‐ and in‐service education and policy formation and point us in future directions for research into teacher differences. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
209.
This article describes how Metacognitive Journals were used to teach prospective early childhood educators about constructivism. We emphasize the importance of modeling constructivist pedagogy and cultivating students' metacognitive potential. We share the effects on our students' learning and on our teaching. We also offer recommendations for teacher educators to incorporate Metacognitive Journals in their practice 相似文献
210.
Mary Knight-McKenna Heidi L. Hollingsworth Nicole Ammerman 《Journal of Early Childhood Teacher Education》2013,34(2):57-73
ABSTRACTStrong family-teacher partnerships increase family engagement, promoting positive outcomes for children. Early childhood educators need knowledge, skills, and dispositions for establishing strong, meaningful partnerships with diverse families. This research investigated the impact of academic service-learning (ASL) on undergraduate students’ knowledge, skills, and dispositions for partnering with culturally and linguistically diverse families to promote young children’s early academic learning. Participants included nine undergraduates in an early childhood teacher preparation course, ten culturally and linguistically diverse families, and thirteen 2- to 5-year-old children. In this mixed-methods study, written student ASL reflections, pre- and post-ASL student surveys, and parent evaluations were analyzed. Three themes emerged from the analysis: (1) Students entered the ASL experience with excitement and a mostly positive approach; (2) Early to mid-semester, students articulated a high degree of nervousness and discomfort as well as challenges to partnership-building, yet also noted family interest and engagement; and (3) Mid- to late semester, most students expressed their growing confidence in their own skills for relating to diverse families, and identified family strengths. Our findings support ASL as an effective teacher-preparation pedagogy to help students build family-teacher partnerships. 相似文献