全文获取类型
收费全文 | 906篇 |
免费 | 14篇 |
专业分类
教育 | 650篇 |
科学研究 | 38篇 |
各国文化 | 14篇 |
体育 | 110篇 |
文化理论 | 10篇 |
信息传播 | 98篇 |
出版年
2023年 | 6篇 |
2022年 | 7篇 |
2021年 | 13篇 |
2020年 | 16篇 |
2019年 | 30篇 |
2018年 | 38篇 |
2017年 | 41篇 |
2016年 | 44篇 |
2015年 | 23篇 |
2014年 | 30篇 |
2013年 | 213篇 |
2012年 | 20篇 |
2011年 | 20篇 |
2010年 | 21篇 |
2009年 | 24篇 |
2008年 | 22篇 |
2007年 | 15篇 |
2006年 | 19篇 |
2005年 | 8篇 |
2004年 | 11篇 |
2003年 | 17篇 |
2002年 | 14篇 |
2001年 | 11篇 |
2000年 | 18篇 |
1999年 | 17篇 |
1998年 | 13篇 |
1997年 | 8篇 |
1996年 | 7篇 |
1995年 | 13篇 |
1994年 | 12篇 |
1993年 | 7篇 |
1992年 | 11篇 |
1991年 | 7篇 |
1990年 | 8篇 |
1989年 | 10篇 |
1988年 | 5篇 |
1987年 | 5篇 |
1986年 | 7篇 |
1985年 | 7篇 |
1984年 | 11篇 |
1983年 | 5篇 |
1982年 | 9篇 |
1981年 | 9篇 |
1980年 | 4篇 |
1979年 | 7篇 |
1978年 | 4篇 |
1976年 | 7篇 |
1975年 | 4篇 |
1974年 | 6篇 |
1971年 | 4篇 |
排序方式: 共有920条查询结果,搜索用时 8 毫秒
51.
Amanda P. Williford Lauren M. Carter Michelle F. Maier Bridget K. Hamre Anne Cash Robert C. Pianta 《Journal of Early Childhood Teacher Education》2017,38(1):102-118
This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were described and examined in relation to improvements in the observed quality of teacher–child interactions. Teacher characteristics were also examined as predictors of course engagement and performance. A sample of 150 preschool teachers participated in a semester-long, credit-bearing, college course designed to improve the quality of their emotional, organizational, and instructional interactions with children. Teachers’ participation and performance in the course were high on average. Teachers’ skill level in accurately and specifically explaining other teachers’ instances of effective teacher–child interactions was related to improvements in their own observed teacher–child interactions. Finally, teachers with an early childhood major and those endorsing child-centered beliefs displayed better skills in detecting other teachers’ high-quality interactions with children. Results are discussed in relation to designing more effective early childhood professional development programs. 相似文献
52.
53.
John Carter Wood 《Media History》2014,20(4):384-399
In the summer of 1928, the arrest on a disorder charge of a young woman in north London who gave her name as Helene Adele led to a press sensation after she claimed that the officers had falsely accused her in order to discredit her claim that one of them had sexually assaulted her. The constables were ultimately prosecuted, convicted and discharged from the Metropolitan Police. This article considers the Adele case in the context of intense concerns about the possible abuse of police powers—particularly in cases involving women—in the late 1920s. Adele was catapulted onto the front pages of Britain's sensationalist press: her serialised memoir appeared in a newspaper and was reprinted in a women's magazine. However, her case was more than just a tabloid spectacle. Contributing to historians' reconsideration of the sensationalist inter-war press, this article shows how the coverage of the case fit into the press's interest in young working-class women's lifestyles and sexuality, highlighting how ‘human interest’ journalism could be intermixed with social critique. 相似文献
54.
Merilyn Gladys Carter Valentina Klenowski Christina Chalmers 《The Australian Educational Researcher》2015,42(5):595-611
The Australian Curriculum identified seven General Capabilities, including numeracy, to be embedded in all learning areas. However, it has been left to individual schools to manage this. Whilst there is a growing body of literature about pedagogies that embed numeracy in various learning areas, there are few studies from the management perspective. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and mathematics teachers in three Queensland secondary schools, in order to investigate how they meet the Australian Curriculum requirement to embed numeracy throughout the curriculum. The study found a lack of coordinated cross-curricular approaches to numeracy in any of the schools studied. It illustrates the difficulties that arise when teachers do not share the Australian Curriculum cross-curricular vision of numeracy. Schools and curriculum authorities have not acknowledged the challenges for teachers in implementing cross-curricular numeracy, which include: limited understanding of numeracy; a lack of commitment; and inadequate skills. Successful embedding of numeracy in all learning areas requires: the commitment and support of school leaders, a review of school curriculum documents and pedagogical practices, professional development of teachers, and adequate funding to support these activities. 相似文献
55.
56.
57.
58.
Pamela Carter Speaks Sarah Burkhead Whittle Carl Farinelli Renée L. Cambiano Ronald M. Cambiano 《The Reference Librarian》2015,56(4):259-273
This article proposes the coresearch engagement model (CoRE), which addresses how the academic research librarian can become a coresearch partner with any patron. The CoRE model is an interpersonal process and is founded upon the concepts of mutual respect, collaboration, reciprocity, and empowerment. Grounded in Howard Gardner’s multiple intelligences theory, Malcolm Knowles’ andragogical model, and guidelines from the Reference and User Services Association, CoRE has the potential to result in engagement for the librarian and patron. The CoRE model can be utilized in many ways including self-awareness and development for those who need and want to expand their abilities as a research librarian. It provides a theoretical framework and a knowledge base, in addition to giving a context for further development by expanding, comparing the related theories for further research, and implementing various applications suggested by this article. 相似文献
59.
60.
Elizabeth Hughes Morgan Chitiyo Ambumulire Itimu‐Phiri Kristen Montgomery 《British Journal of Special Education》2016,43(2):159-177
This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education. 相似文献