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821.
Michelle F. Morgan Karen B. Moni Monica Cuskelly 《International Journal of Disability, Development & Education》2015,62(4):438-457
There is limited information about specific research constructs developed by adults with intellectual disability in undertaking research despite increasing involvement in research with rather than on these individuals. Participatory research was used with three young adults with intellectual disability to collaboratively develop a training programme and investigate the skills used and developed when undertaking the research project. Three research domains—Knowledge, Conceptual understandings and Skills, were identified, within which 18 subsets were categorised. Development in all domains and subsets occurred for all young adults, with variations in gains across subsets and participants. These young adults attained research knowledge, understanding and skills that enabled them to become collaborative researchers within this project. 相似文献
822.
823.
What Paves the Way to Conventional Language? The Predictive Value of Babble,Pointing, and Socioeconomic Status 下载免费PDF全文
Michelle McGillion Jane S. Herbert Julian Pine Marilyn Vihman Rory dePaolis Tamar Keren‐Portnoy Danielle Matthews 《Child development》2017,88(1):156-166
A child's first words mark the emergence of a uniquely human ability. Theories of the developmental steps that pave the way for word production have proposed that either vocal or gestural precursors are key. These accounts were tested by assessing the developmental synchrony in the onset of babbling, pointing, and word production for 46 infants observed monthly between the ages of 9 and 18 months. Babbling and pointing did not develop in tight synchrony and babble onset alone predicted first words. Pointing and maternal education emerged as predictors of lexical knowledge only in relation to a measure taken at 18 months. This suggests a far more important role for early phonological development in the creation of the lexicon than previously thought. 相似文献
824.
Michelle?D.?PatrickEmail author Glenda?Carter Eric?N.?Wiebe 《Journal of Science Education and Technology》2005,14(3):353-365
Visual representations play a critical role in the communication of science concepts for scientists and students alike. However, recent research suggests that novice students experience difficulty extracting relevant information from representations. This study examined students’ interpretations of visual representations of DNA replication. Each of the four steps of DNA replication included in the instructional presentation was represented as a text slide, a simple 2D graphic, and a rich 3D graphic. Participants were middle grade girls (n = 21) attending a summer math and science program. Students’ eye movements were measured as they viewed the representations. Participants were interviewed following instruction to assess their perceived salient features. Eye tracking fixation counts indicated that the same features (look zones) in the corresponding 2D and 3D graphics had different salience. The interviews revealed that students used different characteristics such as color, shape, and complexity to make sense of the graphics. The results of this study have implications for the design of instructional representations. Since many students have difficulty distinguishing between relevant and irrelevant information, cueing and directing student attention through the instructional representation could allow cognitive resources to be directed to the most relevant material. 相似文献
825.
Rachel Roegman Michelle G. Knight Ashley M. Taylor Vaughn W.M. Watson 《International journal of qualitative studies in education》2016,29(1):44-65
This study examines the experiences of doctoral students in a qualitative research course that centers culture throughout the research process. Data sources include one-on-one interviews, written documentation of course assignments, research team meetings, and doctoral students’ conference proposals and publications examining civic learning and action and notions of citizenship of second- and 1.5-generation African immigrants in New York City. Using Tillman’s framework for culturally sensitive research (CSR), we draw attention to the ways doctoral students as emerging scholars come to understand and enact their positionalities in research, especially in relation to data analysis, interpretation, and representation. This study expands notions of CSR to include a focus on research with African immigrants and strengthens possibilities for doctoral preparation in education that focuses on culture, race, and immigrant populations. 相似文献
826.
Bernard P. Ricca Nicole Bowers Michelle E. Jordan 《Journal of Experimental Education》2020,88(3):431-447
AbstractResearch around problem solving in collaborative groups has made progress, but several conceptual and methodological issues remain. These issues include the appropriate choices of units of analysis; the ability of current theoretical sets of macrocognition codes to capture group dynamics; detection and identification of potentially emergent phenomena within groups; and the extent to which multiple dynamics are integral to understanding groups. Using data from a complex engineering challenge, we applied methods drawn from complex-systems analysis to offer insight into each of these issues, showing the need for multiple dimensions when studying group dynamics and highlighting methodological difficulties when dealing with emergent phenomena. We suggest future research to improve the understanding of the complex dynamics of collaborative groups. 相似文献
827.
Weis Lois Fine Michelle Proweller Amira Bertram Corrine Marusza Julia 《The Urban Review》1998,30(1):1-27
Here we listen to and analyze the voices of poor and working-class white women in Buffalo and Jersey City as they chronicle histories related to domestic violence. Although it was initially quite easy to distinguish between women living in what others have called hard living and settled living domestic scenes, we found that the amount of violence in these homes did not differ appreciably. Rather almost all of the poor and working-class white women and their families were negotiating lives disrupted by an inhospitable economy, and almost all of the women interviewed were also surviving within scenes of domestic violence that spanned generations. The distinction between the settled lives women and the hard living women may only be determined by whether or not the woman has exited from her violent home. School-related programs designed to promote discussion of these issues are considered. 相似文献
828.
Michelle K. Demaray Jennifer Elting Katherine Schaefer 《Psychology in the schools》2003,40(4):341-361
ADHD is one of the most common referrals to school psychologists and child mental health providers. Although a best practice assessment of ADHD requires more than the use of rating scales, rating scales are one of the primary components in the assessment of ADHD. Therefore, the goal of this paper is to provide the reader with a critical and comparative evaluation of the five most commonly used, narrow‐band, published rating scales for the assessment of ADHD. Reviews were conducted in four main areas: content and use, standardization sample and norms, scores and interpretation, and psychometric properties. It was concluded the rating scales with the strongest standardization samples and evidence for reliability and validity are the ADDES, the ADHD‐IV, and the CRS‐R. In determining which of these to use, the prospective users may want to reflect on their goals for the assessment. The ACTeRS and the ADHDT are not recommended for use because they are lacking crucial information in their manuals and have less well‐documented evidence of reliability and validity. Conclusions and recommendations for scale usage are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 341–361, 2003. 相似文献
829.
Angela Calabrese Barton Toby J. Hindin Isobel R. Contento Michelle Trudeau Kimberley Yang Sumi Hagiwara Pamela D. Koch 《科学教学研究杂志》2001,38(6):688-711
The purpose of this article is to report our findings from a qualitative study intended to develop our understandings of how inner‐city mothers perceive science. Using qualitative methodologies, our analysis reveals that the mothers' perceptions can be grouped into four categories: perceptions of science as (a) schoolwork/knowledge, (b) fun projects, (c) a tool for maintaining the home and family, and (d) an untouchable domain. After we present these categories we compare our findings across categories to argue that those mothers who had spent time doing science with their children were more likely to have a more personal, dynamic, and inquiry‐based view of science. We also argue that mothers' perceptions of science were more dynamic when they spoke about situations and contexts that were familiar to them, such as food, nutrition, and child care. We conclude the article with a discussion of the implications our findings have for science education reform. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 688–711, 2001 相似文献
830.
The American aspiration for higher education as a road to a better life for everyone is threatened. As the economic and social gap between the upper third of the population and the bottom third widens, so access to better education, especially to higher education, becomes increasingly difficult to achieve. The traditional role of hope in the American Democratic Dream of a just and fair society is being eroded, as increasing numbers of Americans are marginalized, jailed, recruited into military service, and consigned to jobs with minimal salaries. But low‐paying jobs are not new in American history; what is new is that the hope for higher education and improvement in one's economic and social status is slipping away. The lower expectations result from federal cuts in support of education and for scholarships for higher education. This article reviews the conditions that are undermining the traditional visions of democratic schooling in America. 相似文献