全文获取类型
收费全文 | 4957篇 |
免费 | 49篇 |
国内免费 | 2篇 |
专业分类
教育 | 3425篇 |
科学研究 | 468篇 |
各国文化 | 79篇 |
体育 | 428篇 |
综合类 | 3篇 |
文化理论 | 82篇 |
信息传播 | 523篇 |
出版年
2021年 | 39篇 |
2020年 | 77篇 |
2019年 | 126篇 |
2018年 | 155篇 |
2017年 | 140篇 |
2016年 | 115篇 |
2015年 | 79篇 |
2014年 | 127篇 |
2013年 | 1183篇 |
2012年 | 104篇 |
2011年 | 128篇 |
2010年 | 93篇 |
2009年 | 100篇 |
2008年 | 107篇 |
2007年 | 99篇 |
2006年 | 106篇 |
2005年 | 95篇 |
2004年 | 96篇 |
2003年 | 85篇 |
2002年 | 70篇 |
2001年 | 64篇 |
2000年 | 67篇 |
1999年 | 66篇 |
1998年 | 66篇 |
1997年 | 57篇 |
1996年 | 54篇 |
1995年 | 52篇 |
1994年 | 51篇 |
1993年 | 61篇 |
1992年 | 50篇 |
1991年 | 51篇 |
1990年 | 56篇 |
1989年 | 50篇 |
1988年 | 55篇 |
1987年 | 59篇 |
1986年 | 53篇 |
1985年 | 45篇 |
1984年 | 48篇 |
1983年 | 51篇 |
1982年 | 43篇 |
1981年 | 32篇 |
1980年 | 40篇 |
1979年 | 58篇 |
1978年 | 51篇 |
1977年 | 45篇 |
1976年 | 47篇 |
1975年 | 27篇 |
1974年 | 38篇 |
1973年 | 37篇 |
1971年 | 23篇 |
排序方式: 共有5008条查询结果,搜索用时 15 毫秒
951.
This study was designed to obtain the perceptions of regular class teachers who taught children who had been in EMR programs, but had been decertified (D) and returned to regular classes in response to court cases and recent legislation. A cohort of regular class (RC) students were selected for comparative purposes. It was found that D students were placed into low ability classes; yet, teachers perceived D subjects to be significantly lower than RC students in both academic achievement and social acceptance. Only a small proportion of teachers indicated that the enrollment of D students had much impact on the regular class instructional program. However, the teachers were rather critical of the services received under the auspices of a transitional program, indicating in large part that the services were either not apparent or ineffective. 相似文献
952.
The study investigated the effects of three EMR placement models on children's social and affective development. The Barclay Classroom Climate Inventory (BCCI) was administered to 45 randomly selected classes from a population of 115 classes representing Self-Contained (SC), Selected Academic Placement (SAP), and Learning Center (LC) models. For SAP and LC children, BCCI assessments were obtained in both EMR and regular class settings. The BCCI data comprised self, peer, and teacher expectations. Results indicated that the SC setting resulted in the strongest support in terms of acceptance, and the SAP-EMR settings resulted in the fewest suspected problems. Thus it appears that stronger social support systems exist and fewer problems emerge for the children who are placed with others of similar cognitive ability. 相似文献
953.
The WISC-R scores for groups of children identified by school personnel as needing special education services were factor analyzed according to type of classification. WISC-R factor loadings were obtained for the scores of children labeled Learning Disabled, Educable Mentally Impaired, and Emotionally Impaired, as well as groups labeled Other and None. Overall, results show the WISC-R to be factorially similar for all groups, with two principal factors emerging which correspond to the Verbal-Performance structure of the test. Significance tests among mean scale scores and IQ scores yielded few meaningful differences across groups. 相似文献
954.
955.
956.
957.
Edward Burns 《Psychology in the schools》1976,13(3):285-287
The relation between average deviation, as determined using the Illinois Test of Psycholinguistic Abilities, and Stanford-Binet intelligence scores was examined using a preschool sample. The results revealed a curvilinear (quadratic) relation between total average deviation and Stanford-Binet intelligence scores. The use of average deviation as an index of “learning disabilities” was discussed. 相似文献
958.
959.
960.