全文获取类型
收费全文 | 154篇 |
免费 | 2篇 |
专业分类
教育 | 92篇 |
科学研究 | 19篇 |
各国文化 | 3篇 |
体育 | 21篇 |
文化理论 | 5篇 |
信息传播 | 16篇 |
出版年
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 7篇 |
2020年 | 6篇 |
2019年 | 10篇 |
2018年 | 11篇 |
2017年 | 6篇 |
2016年 | 3篇 |
2015年 | 5篇 |
2014年 | 9篇 |
2013年 | 26篇 |
2012年 | 2篇 |
2011年 | 3篇 |
2010年 | 10篇 |
2008年 | 11篇 |
2007年 | 3篇 |
2006年 | 4篇 |
2005年 | 3篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1998年 | 1篇 |
1994年 | 1篇 |
1988年 | 3篇 |
1984年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1969年 | 4篇 |
1959年 | 2篇 |
1957年 | 1篇 |
1926年 | 2篇 |
1907年 | 2篇 |
1897年 | 1篇 |
1871年 | 2篇 |
排序方式: 共有156条查询结果,搜索用时 6 毫秒
151.
Jerrim John Lopez-Agudo Luis Alejandro Marcenaro-Gutierrez Oscar David 《Educational Assessment, Evaluation and Accountability》2022,34(3):331-359
Educational Assessment, Evaluation and Accountability - Grade retention has been the focus of the education debate in Spain for decades. On average, more than 30% of students have repeated at least... 相似文献
152.
Emily McDougal Priya Silverstein Oscar Treleaven Lewis Jerrom Katie A. Gilligan-Lee Camilla Gilmore Emily K. Farran 《Child development》2023,94(5):1381-1397
There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children aged 7–9 years (N = 358, 189 female, ethnicity not recorded) completed spatial and mathematics tasks, and either a concrete or digital Lego construction task. Mediation analyses examining direct and indirect pathways (through spatial skills) between Lego construction ability and mathematics explained 8.4% to 26.6% of variance in mathematics scores. Exploratory moderated mediation analyses revealed that only the indirect path through mental rotation differed between Lego conditions. Findings are discussed in relation to theories of spatial-numerical associations and the potential of Lego training for mathematics improvement. 相似文献
153.
An important question for the acculturation of adolescents from immigrant families is whether they retain ethnic labels that refer to their national origin (e.g., Mexican, Chinese) or adopt labels that are dominant in American society (e.g., Latino, Asian American, American). Approximately 380 adolescents from Asian and Latin American immigrant families selected ethnic labels during each of the 4 years of high school (age span = 14.87–17.82 years). Results indicated no normative trend either toward or away from identifying most closely with pan-ethnic or American ethnic labels. Significant numbers of adolescents changed their ethnic labels from year to year, however and these changes were associated with fluctuations in adolescents' ethnic affirmation and exploration and proficiency in their heritage languages. 相似文献
154.
Abstract A longitudinal pilot study investigating the cumulative effects of reality therapy counseling and individualized instruction on the control expectancy and success rates of high-risk community college students was conducted. Findings support the tentative hypotheses that control expectancy, achievement, and holding power can be modified by instruction and counseling. The study was conducted over a three-year period at a community college in southeastern North Carolina. 相似文献
155.
Milica Miočević Oscar Gonzalez Matthew J. Valente David P. MacKinnon 《Structural equation modeling》2018,25(1):121-136
Statistical mediation analysis is used to investigate intermediate variables in the relation between independent and dependent variables. Causal interpretation of mediation analyses is challenging because randomization of subjects to levels of the independent variable does not rule out the possibility of unmeasured confounders of the mediator to outcome relation. Furthermore, commonly used frequentist methods for mediation analysis compute the probability of the data given the null hypothesis, which is not the probability of a hypothesis given the data as in Bayesian analysis. Under certain assumptions, applying the potential outcomes framework to mediation analysis allows for the computation of causal effects, and statistical mediation in the Bayesian framework gives indirect effects probabilistic interpretations. This tutorial combines causal inference and Bayesian methods for mediation analysis so the indirect and direct effects have both causal and probabilistic interpretations. Steps in Bayesian causal mediation analysis are shown in the application to an empirical example. 相似文献
156.
Carollee Howes Margaret Burchinal Robert Pianta Donna Bryant Diane Early Richard Clifford Oscar Barbarin 《Early childhood research quarterly》2008
We examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten. We expected that children's gains in academic and social skills could be attributed to variations in the structural and classroom process dimensions of program quality. Nearly 3000 (n = 2800) children were randomly selected, four per classroom, from approximately 700 randomly selected, state-funded pre-Kindergarten classrooms in eleven states. Enrollment in pre-K appeared related to gains in academic skills. Children showed larger gains in academic outcomes when they experienced higher-quality instruction or closer teacher–child relationships. Gains were not related to characteristics of the child or program (i.e., ratio, teacher qualifications and program location and length). These findings have implications for a range of state and local policy and program development efforts as well as for theories of contextual influences on development. 相似文献