全文获取类型
收费全文 | 1202篇 |
免费 | 28篇 |
专业分类
教育 | 967篇 |
科学研究 | 19篇 |
各国文化 | 18篇 |
体育 | 42篇 |
文化理论 | 3篇 |
信息传播 | 181篇 |
出版年
2022年 | 8篇 |
2021年 | 9篇 |
2020年 | 14篇 |
2019年 | 22篇 |
2018年 | 34篇 |
2017年 | 40篇 |
2016年 | 38篇 |
2015年 | 31篇 |
2014年 | 29篇 |
2013年 | 302篇 |
2012年 | 32篇 |
2011年 | 42篇 |
2010年 | 23篇 |
2009年 | 23篇 |
2008年 | 41篇 |
2007年 | 27篇 |
2006年 | 30篇 |
2005年 | 28篇 |
2004年 | 24篇 |
2003年 | 20篇 |
2002年 | 29篇 |
2001年 | 22篇 |
2000年 | 15篇 |
1999年 | 17篇 |
1998年 | 16篇 |
1997年 | 12篇 |
1996年 | 36篇 |
1995年 | 16篇 |
1994年 | 22篇 |
1993年 | 26篇 |
1992年 | 18篇 |
1991年 | 16篇 |
1990年 | 20篇 |
1989年 | 13篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1986年 | 10篇 |
1985年 | 10篇 |
1984年 | 13篇 |
1983年 | 10篇 |
1982年 | 10篇 |
1981年 | 8篇 |
1980年 | 11篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 11篇 |
1971年 | 2篇 |
1969年 | 2篇 |
1967年 | 3篇 |
1964年 | 2篇 |
排序方式: 共有1230条查询结果,搜索用时 15 毫秒
11.
12.
13.
The objective of this study was to examine current teacher and mental health professional ratings regarding the relative seriousness of 50 specific children's behavior problems and to compare the results to those found by Wickman (1928). Wickman's questionnaire and procedures were replicated to insure comparability. A second objective was to extend Wickman's work so that children's ratings of their own behavior problems may be ascertained. An increase in the similarity between teachers' and mental health professionals' judgements concerning the seriousness of specific children's behavior problems was found. These findings were attributable to a more pragmatic approach taken by mental health professionals. A very high agreement on the seriousness of specific behavior problem ratings was demonstrated by children and teachers. This similarity may be the result of proximity of effects. 相似文献
14.
15.
Croteau KA Richeson NE Farmer BC Jones DB 《Research quarterly for exercise and sport》2007,78(5):401-406
This study investigated the effect of a 12-week pedometer-based intervention on daily step counts of 147 older adults randomly assigned to an intervention or wait-list control group (M age = 72.9 years, SD = 8.8). The intervention group significantly increased their daily step counts after 12 weeks (M=639, SD=2239) and continued to significantly increase during a 12-week maintenance period (M=680, SD=1721). The control group exhibited no change during the control period (M = -393, SD=2050) but had a significant increase in daily step counts (M=1580, SD=2305) when enrolled in the intervention. The pedometer-based intervention was effective in increasing participants' daily step counts. 相似文献
16.
17.
18.
The Survey of Reading Attitudes was administered to 167 intermediate and high school students who were enrolled in three private schools for LD children in the Southeast. Statistical analysis consisted of computing means, standard deviations, standard errors of measurement, and coefficient alpha reliability estimates for the eight dimensions of reading attitude included in the Survey. The reliability estimates for the respective dimensions were as follows: Expressed Reading Difficulty, alpha = .82; Reading as Direct Reinforcement, alpha = .72; Reading as Enjoyment, alpha = .87; Alternative Learning Modes, alpha = .72; Reading Group, alpha = .74; Reading Anxiety, alpha = .71; Silent vs. Oral Reading, alpha = .78; and Comics, alpha = .75. The current results viewed in conjunction with the results of the three previous normative studies seem to support the psychometric soundness of The Survey of Reading Attitudes across differing samples. 相似文献
19.
This study was designed to examine differences in the report-writing skills of doctoral and nondoctoral school psychologists. Fourteen doctoral level and 13 specialist level public school psychologists provided the 50 school psychological reports used in this study; 25 reports were written by doctoral level school psychologists and 25 were written by specialist level school psychologists. The reports were categorized according to the referral problem: mental retardation, learning disability, reading problem, emotional difficulty, and behavior problem. The psychological reports were rated by a panel of educators using an 18-item rating scale. The results indicated no significant differences between the ratings of the doctoral and nondoctoral school psychologists' reports. Educators did, however, consistently rate reports that analyzed mentally retarded children's evaluations better than any of the other four report categories, regardless of the degree level of the school psychologist. Results indicated that both specialist level and doctoral level school psychologists are capable of meeting the needs of educators in the area of report writing. 相似文献
20.
Dual-language programs are becoming increasingly popular among educators and the public in general. In these programs, students aim at attaining full proficiency in English and another language while reaching an academic achievement at or above grade level. This article describes a series of pedagogical practices in the context of dual-language classrooms. We set the discussion across three defining characteristics of our constructivist perspective: learning as collaboration, teachers as facilitators, and language and culture as intertwined elements in schools. In sum, we postulate that dual-language programs bring equity to schools. 相似文献