全文获取类型
收费全文 | 793篇 |
免费 | 12篇 |
国内免费 | 1篇 |
专业分类
教育 | 607篇 |
科学研究 | 27篇 |
各国文化 | 7篇 |
体育 | 37篇 |
文化理论 | 4篇 |
信息传播 | 124篇 |
出版年
2021年 | 4篇 |
2020年 | 16篇 |
2019年 | 25篇 |
2018年 | 34篇 |
2017年 | 30篇 |
2016年 | 29篇 |
2015年 | 16篇 |
2014年 | 18篇 |
2013年 | 170篇 |
2012年 | 18篇 |
2011年 | 29篇 |
2010年 | 19篇 |
2009年 | 17篇 |
2008年 | 15篇 |
2007年 | 12篇 |
2006年 | 11篇 |
2005年 | 14篇 |
2004年 | 14篇 |
2003年 | 17篇 |
2002年 | 18篇 |
2001年 | 11篇 |
2000年 | 13篇 |
1999年 | 13篇 |
1998年 | 7篇 |
1997年 | 10篇 |
1996年 | 17篇 |
1995年 | 21篇 |
1994年 | 15篇 |
1993年 | 21篇 |
1992年 | 16篇 |
1991年 | 12篇 |
1989年 | 8篇 |
1988年 | 6篇 |
1987年 | 6篇 |
1985年 | 4篇 |
1984年 | 9篇 |
1983年 | 5篇 |
1982年 | 7篇 |
1981年 | 5篇 |
1980年 | 6篇 |
1979年 | 11篇 |
1978年 | 4篇 |
1976年 | 3篇 |
1975年 | 6篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1972年 | 4篇 |
1971年 | 4篇 |
1970年 | 4篇 |
1968年 | 3篇 |
排序方式: 共有806条查询结果,搜索用时 15 毫秒
41.
42.
This paper considers the development of teachers’ professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within the framework of positioning theory and the theories of narrative identity, indicated that the interviewees constructed several professional teacher identities that were closely linked to each teacher’s perception of their dyslexia. The experience of dyslexia was clearly evident as a positive element in each identity. Instead of seeing it as an obstacle it can become a part of the teacher’s own identity and can be used as a tool to thrive in their profession. 相似文献
43.
Frijters JC Lovett MW Steinbach KA Wolf M Sevcik RA Morris RD 《Journal of learning disabilities》2011,44(2):150-166
This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming. 相似文献
44.
Lisa M. PytlikZillig Christy A. Horn Roger Bruning Stephanie Bell Xiongyi Liu Kamau O. Siwatu Mary C. Bodvarsson Doyoung Kim Deborah Carlson 《Contemporary educational psychology》2011,36(4):302-312
Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed. 相似文献
45.
Grisham W Schottler NA McCauley LM Pham AP Ruiz ML Fong MC Cui X 《CBE life sciences education》2011,10(2):222-230
Zebra finch song behavior is sexually dimorphic: males sing and females do not. The neural system underlying this behavior is sexually dimorphic, and this sex difference is easy to quantify. During development, the zebra finch song system can be altered by steroid hormones, specifically estradiol, which actually masculinizes it. Because of the ease of quantification and experimental manipulation, the zebra finch song system has great potential for use in undergraduate labs. Unfortunately, the underlying costs prohibit use of this system in undergraduate labs. Further, the time required to perform a developmental study renders such undertakings unrealistic within a single academic term. We have overcome these barriers by creating digital tools, including an image library of song nuclei from zebra finch brains. Students using this library replicate and extend a published experiment examining the dose of estradiol required to masculinize the female zebra finch brain. We have used this library for several terms, and students not only obtain significant experimental results but also make gains in understanding content, experimental controls, and inferential statistics (analysis of variance and post hoc tests). We have provided free access to these digital tools at the following website: http://mdcune.psych.ucla.edu/modules/birdsong. 相似文献
46.
Eugene R. Declercq Carol Sakala Maureen P. Corry Sandra Applebaum Ariel Herrlich 《The Journal of perinatal education》2014,23(1):17-24
To understand the experiences and views of childbearing women in the United States and trends over time, Childbirth Connection carried out the third national Listening to Mothers survey among 2,400 women who gave birth in U.S. hospitals to a single baby from mid-2011 to mid-2012 and could participate in English. A follow-up survey directed to the same participants explored postpartum experiences, in depth and well into the second year after birth; views about maternity care; and some additional pregnancy and birth items. Harris Interactive conducted the surveys using a validated methodology that includes data weighting to ensure that results closely reflect the target population. The follow-up survey was reported in Listening to Mothers III: New Mothers Speak Out. 相似文献
47.
Rebecca J. Bulotsky-Shearer Elizabeth R. Bell Tracy M. Carter Sandy L. R. Dietrich 《Early education and development》2014,25(6):815-840
Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed. 相似文献
48.
49.
50.