全文获取类型
收费全文 | 387篇 |
免费 | 10篇 |
专业分类
教育 | 300篇 |
科学研究 | 18篇 |
各国文化 | 5篇 |
体育 | 25篇 |
文化理论 | 5篇 |
信息传播 | 44篇 |
出版年
2023年 | 8篇 |
2022年 | 5篇 |
2021年 | 7篇 |
2020年 | 10篇 |
2019年 | 15篇 |
2018年 | 17篇 |
2017年 | 20篇 |
2016年 | 18篇 |
2015年 | 11篇 |
2014年 | 14篇 |
2013年 | 74篇 |
2012年 | 8篇 |
2011年 | 12篇 |
2010年 | 6篇 |
2009年 | 14篇 |
2008年 | 5篇 |
2007年 | 5篇 |
2006年 | 4篇 |
2005年 | 5篇 |
2004年 | 9篇 |
2003年 | 8篇 |
2002年 | 6篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 7篇 |
1998年 | 7篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 8篇 |
1993年 | 3篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 4篇 |
1973年 | 2篇 |
1971年 | 2篇 |
1970年 | 2篇 |
1968年 | 3篇 |
1898年 | 2篇 |
1889年 | 2篇 |
排序方式: 共有397条查询结果,搜索用时 15 毫秒
331.
Educational programs for young children emerged reasonably early in the history of the United States of America. Its theoretical
foundation was based on the thoughts and principles of various early European scholars who differed from one another in their
educational theories and how they viewed experiences that would impact on young children’s education, including their mathematics
experiences. The movements of Children’s Arithmetic, Mental Arithmetic, the infant school, and the Froebel kindergarten all
influenced mathematics in early childhood education. This article reviews the history of mathematics education in relation
to the history of early childhood education through the nineteenth century. It also discusses how research in mathematics
education attempted to gain its own identity. Throughout history, researchers have identified issues in mathematics education
and addressed them, defining the field, and generating a cadre of mathematics researchers. 相似文献
332.
333.
334.
Olivia N. Saracho 《Early Childhood Education Journal》1987,14(3):23-25
Young children can learn to read easily and effectively. This does not require a miraculous new breakthrough of a new reading technique. The main thrust for initial reading instruction needs to be on developing young children's positive reading attitudes.Olivia N. Saracho is an Associate Professor at the Reading Center in the University of Maryland in College Park. She is a consulting editor ofDay Care and Early Education. 相似文献
335.
336.
The spiral of silence (SoS) framework elaborates the factors that determine whether individuals are willing to express their opinions in public. Although previous scholarship has examined differences in between face-to-face and computer-mediated communication, research studies have rarely tested how perceived affordances of the channel influence whether individuals express opinions or self-censor. In this study (N = 399), we examine several propositions of SoS within the context of discussing police discrimination on Facebook. To extend the theory’s relevance to social networking sites, we examined how users’ perceptions of network association, social presence, anonymity, and persistence related to opinion expression. Findings indicate support for some of the theory’s original tenets, as well as the role of multiple perceived affordances in determining whether people will express an opinion to their online social network. We discuss the implications for measuring and understanding political expression and silencing on social media as well as offline. 相似文献
337.
338.
339.
Paul Fox 《Emotional and Behavioural Difficulties》2013,18(4):267-283
Abstract A case study examined the value of outdoor education for two groups of pupils from Year 9 and 10 with severe behavioural difficulties placed in an independent residential school. The methods included systematic observations of their behaviour and recording of their academic performance over the duration of the programme; participant observation field notes kept by the researcher; and interviewing of all participating pupils and staff to elicit their perceptions of the utility of the programme. The analysis suggested that the programme was successful in promoting positive behaviour and academic gains for most pupils, and that by the end both pupils and staff held a positive perception of outdoor education. Although outdoor education may not form a solution to dealing with 'problematic' behaviour, it represents a powerful, albeit underused, tool for reducing disaffection, promoting inclusive practice and decreasing the risk of permanent exclusion for this vulnerable group of pupils. 相似文献
340.
Robert O. Riggs Todd M. Davis Olivia H. Wilson 《Community College Journal of Research & Practice》2013,37(1):1-11
This paper examines the impact of a state‐wide mandatory testing and placement program operating in Tennessee's community college system as it relates to retention and academic progress of minority students. Utilizing the Board of Regents' data base, the records of 5,139 first‐time 1986 freshmen enrollees at Tennessee's ten public community colleges were examined and tracked through three successive academic quarters. Analysis suggests that of this group, only 22% were actually enrolled in college level programs, as the balance (78%) were in the developmental studies program. The constriction of college placement for minorities is especially severe, since developmental program requirements must be satisfied before they can proceed to earn college level credits. Of the 5,139 first time freshmen, only 56 black students were enrolled in college level courses, and of these, only 26 remained enrolled in Regents' institutions after three quarters. Analysis of attrition by ACT cohort suggests that attrition is higher for those enrolled in developmental studies programs, and 13% higher for minorities than for white students. These findings suggest that public officials may wish to assess if the testing and placement program as it is currently operating is achieving stated goals of improved retention and graduation of minority students 相似文献