全文获取类型
收费全文 | 2680篇 |
免费 | 50篇 |
国内免费 | 2篇 |
专业分类
教育 | 2175篇 |
科学研究 | 72篇 |
各国文化 | 36篇 |
体育 | 101篇 |
文化理论 | 13篇 |
信息传播 | 335篇 |
出版年
2022年 | 9篇 |
2021年 | 19篇 |
2020年 | 38篇 |
2019年 | 60篇 |
2018年 | 77篇 |
2017年 | 94篇 |
2016年 | 73篇 |
2015年 | 63篇 |
2014年 | 62篇 |
2013年 | 694篇 |
2012年 | 64篇 |
2011年 | 86篇 |
2010年 | 68篇 |
2009年 | 71篇 |
2008年 | 77篇 |
2007年 | 77篇 |
2006年 | 68篇 |
2005年 | 63篇 |
2004年 | 63篇 |
2003年 | 54篇 |
2002年 | 60篇 |
2001年 | 45篇 |
2000年 | 46篇 |
1999年 | 34篇 |
1998年 | 33篇 |
1997年 | 50篇 |
1996年 | 31篇 |
1995年 | 35篇 |
1994年 | 35篇 |
1993年 | 31篇 |
1992年 | 31篇 |
1991年 | 27篇 |
1990年 | 22篇 |
1989年 | 23篇 |
1988年 | 21篇 |
1987年 | 12篇 |
1986年 | 25篇 |
1985年 | 25篇 |
1984年 | 21篇 |
1983年 | 23篇 |
1982年 | 19篇 |
1981年 | 14篇 |
1980年 | 23篇 |
1979年 | 18篇 |
1978年 | 22篇 |
1977年 | 19篇 |
1976年 | 16篇 |
1973年 | 9篇 |
1970年 | 8篇 |
1969年 | 9篇 |
排序方式: 共有2732条查询结果,搜索用时 15 毫秒
91.
92.
Eileen Wood Amy K. Grant Alexandra Gottardo Robert Savage Mary Ann Evans 《Early Childhood Education Journal》2017,45(2):207-217
The primary goal of this research was to extend our understanding of the strengths and weaknesses inherent in online and offline early literacy software programs designed for young learners. A taxonomy of reading skills was used to contrast online software with offline closed system (compact disc) based programs with respect to number of skills taught, quality of instruction and scaffolding during instruction. Overall, online programs were more comprehensive and provided instruction for more skills than offline software at either the Kindergarten or Grade 1 level. However, offline programs demonstrated some developmentally appropriate selectivity in skills trained. Quality of instruction was variable within and across all programs. Scaffolding of instruction was also variable and surprisingly few programs, either online or offline, provided automatic movement across levels of difficulty. These outcomes have important implications for the selection of instructional materials by parents and educators involved in early literacy instruction and also for future software design. 相似文献
93.
Emily Vardell Tanya Feddern-Bekcan Mary Moore 《Medical reference services quarterly》2013,32(3):283-294
SciVal Experts is a resource for finding experts and fostering collaboration. The tool creates researcher profiles with automatically updated publication and grant information and faculty-inputted curriculum vitae, more fully capturing a researcher's body of work. SciVal Experts indexes campus-based “experts” by research topic, allowing faculty to find potential research partners and mentors, furthering translational research opportunities and dissemination of knowledge. 相似文献
94.
Cristianne Lane Mary Jo Surges Prokop Blanche Podhajski Jane Nathan 《Early Years: An International Journal of Research and Development》2014,34(1):67-80
The purpose of this study was to examine the effect of a professional learning program on the emergent literacy skills of preschool children. Building Blocks for Literacy® is a program consisting of training supported by mentoring designed to teach early childcare providers how to promote the development of early literacy skills. A previous investigation found positive effects of the program on the pre-literacy skills of children in Vermont. The current study extended their work by replicating the training for Head Start teachers (n?=?27) in another state. Teachers were divided into three groups. One group received the training and live mentoring; a second group received training and distance mentoring; and a third group of teachers served as controls. The results indicate that children (n?=?97) served by teachers who received the training (n?=?18) made higher gains on a measure of early literacy skills than those children (n?=?36) served by control teachers. The gains made by children in the treatment groups were consistent for teachers who received either live or distance mentoring. Implications for practice are discussed. 相似文献
95.
This article analyses findings from two studies conducted collaboratively across two educational settings, New Zealand and England, in 2001–2002. These studies examined the impact of national educational policy reforms on the nature of primary teachers’ work and sense of their own professionalism and compared these impacts across the two countries. Adopting a policy ethnography approach, using in‐depth interview data from samples of teachers in each country, it is argued that there have been discursive shifts in the meaning of the three key terms, autonomy, altruism and knowledge, embodied in the classical professionalism triangle. These shifts reflect policy‐makers’ moves from a ‘professional‐contextualist’ conception of teacher professionalism towards the ‘technocratic‐reductionist’ conception that accompanies neo‐liberal educational reforms in many countries. Teachers in both countries experienced increasing constraints on their autonomy as they became far more subject to ‘extrinsic’ accountability demands. Whether these demands were perceived as enhancing or diminishing teacher professionalism depended on the manner in which they were filtered through the profession’s defining quality, namely teachers’ altruistic concerns for the welfare of the children in their care. 相似文献
96.
Mary McMullen James Elicker Jianhong Wang Zeynep Erdiller Sun-Mi Lee Chia-Hui Lin Ping-Yun Sun 《Early childhood research quarterly》2005,20(4):451-464
The purpose of this study was to examine what, if anything, caregivers and teachers of 3- to 5-year-old children from the U.S. (n = 412), China (n = 244), Taiwan (n = 222), Korea (n = 574), and Turkey (n = 214), had in common in terms of self-reported beliefs and self-reported practices related to the National Association for the Education of Young Children's (NAEYC) policy statement for developmentally appropriate practices (DAP). DAP is widely endorsed by early childhood education and care professionals in the U.S. and is assumed to have far reaching impact on curricular beliefs and practices throughout the world. Pearson correlations and one-way ANOVA were used to compare overall mean scores for beliefs measured by the Teachers Beliefs Scale (TBS) to those of practices measured by the Instructional Activities Scale (IAS) [Charlesworth, R., Hart, C. H., Burts, D. C., & Hernandez, S. (1991). Kindergarten teachers’ beliefs and practices. Early Child Development and Care, 70, 17–35]. Item-by-item analyses were conducted using factor analysis and χ2 analyses within and across countries. Similarities emerged related to, in particular, those beliefs and teaching practices associated with integrating across the curriculum, promoting social/emotional development, providing concrete/hands-on materials, and allowing play/choice in the curriculum. 相似文献
97.
Reflections about the use of critically reflexive praxis by academic/practitioners are offered based on a case study of a formative evaluation of Circles® USA, a nonprofit organization coordinating initiatives across the U.S. working to move families out of poverty. Critically reflexive praxis is theorized as featuring several themes including acknowledging different levels of context, critical dialogue with collaborators, engaging cultural difference and intersectionalities, problematizing power relations and relationships among researchers and collaborators, and occurring throughout the research project. Examples of critical dialogic reflexivity and navigating common tensions that emerge throughout such community engagement projects are detailed during three phases: planning and design; fieldwork and interviews; and outcomes, applications, and implications. 相似文献
98.
99.
100.
Raymond W. Kulhavy Mary T. White Bruce W. Topp Ann L. Chan James Adams 《Contemporary educational psychology》1985,10(3):285-291
College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension. 相似文献