全文获取类型
收费全文 | 786篇 |
免费 | 6篇 |
国内免费 | 1篇 |
专业分类
教育 | 610篇 |
科学研究 | 12篇 |
各国文化 | 8篇 |
体育 | 59篇 |
文化理论 | 7篇 |
信息传播 | 97篇 |
出版年
2022年 | 5篇 |
2021年 | 8篇 |
2020年 | 16篇 |
2019年 | 16篇 |
2018年 | 29篇 |
2017年 | 27篇 |
2016年 | 35篇 |
2015年 | 23篇 |
2014年 | 23篇 |
2013年 | 204篇 |
2012年 | 22篇 |
2011年 | 24篇 |
2010年 | 19篇 |
2009年 | 18篇 |
2008年 | 25篇 |
2007年 | 18篇 |
2006年 | 17篇 |
2005年 | 14篇 |
2004年 | 17篇 |
2003年 | 13篇 |
2002年 | 17篇 |
2001年 | 12篇 |
2000年 | 10篇 |
1999年 | 16篇 |
1998年 | 9篇 |
1997年 | 6篇 |
1996年 | 17篇 |
1995年 | 14篇 |
1994年 | 10篇 |
1993年 | 8篇 |
1992年 | 15篇 |
1991年 | 4篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 5篇 |
1987年 | 7篇 |
1986年 | 6篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1980年 | 10篇 |
1979年 | 2篇 |
1975年 | 3篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有793条查询结果,搜索用时 15 毫秒
191.
192.
Graham Linda J. White Sonia L. J. Tancredi Haley A. Snow Pamela C. Cologon Kathy 《Reading and writing》2020,33(8):1895-1923
Reading and Writing - In this longitudinal study, the word-level reading trajectories of 118 children were tracked alongside teachers’ reported concerns and types of support provided through... 相似文献
193.
The incarcerated population is large and growing. Maintaining family connections during confinement is linked to positive outcomes, yet the family communication of incarcerated individuals is understudied. We examine the family communication of individuals incarcerated in an urban county jail for women. Four family communication themes were identified: 1) communication access and understanding, 2) family support, 3) parenting challenges, and 4) family conflict. The findings inform both theoretical and practical implications. 相似文献
194.
As in other Anglophone nations, a large percentage of Australia’s postgraduate international students come from English as an additional language (EAL) backgrounds, and many require development of their academic language and learning (ALL) capabilities to successfully navigate a higher degree. This paper investigates those capabilities through the eyes of experienced ALL practitioners (n?=?42), whose views on the issue were sourced via an online survey. The paper further explains how the findings were used to implement a trial of an ALL enhancement strategy at one university in the form of adjunct tutorials within selected coursework masters programmes. Both the research and the pedagogical model depart from monolithic conceptualizations of international students by identifying the issues of vertical transition peculiar to EAL postgraduate coursework students, a task that is addressed through the tripartite perspective of the personal, the linguistic and the academic. Findings suggest that, while EAL postgraduates have previous study experience, motivation and maturity, they benefit from opportunities to address disjunctures between the knowledge base they bring to higher study and the expectations of that knowledge base held by universities. Successful transition is also facilitated by explicit (re)orientation to the academic norms of the host institution and nation. Academic writing was noted as a particular area requiring attention, along with the related matters of research skills, information literacy, academic integrity, independent learning, and time management. 相似文献
195.
During recent years, literacy coaching has become a widespread model of professional development for teachers in schools across the United States. However, there is a shortage of research and policy to inform the preparation and ongoing work of literacy coaches. In this article, the researchers use a modified version of Gee’s identity framework to examine teachers’ reflective writing as they learned about and practiced coaching in one school district. Findings show that teachers invoked multiple conflicting discourses of coaching that contributed to tensions in their work. The researchers argue that such tensions can stand in the way of educators constructing coaching identities that allow them to support and sustain meaningful professional development for teachers. 相似文献
196.
Donald Boyd Pamela Grossman Marsha Ing Hamilton Lankford Susanna Loeb Rachel O’Brien James Wyckoff 《Economics of Education Review》2011,30(6):1229-1241
As schools and districts seek to recruit teachers, individuals in non-teaching professions are an appealing possible pool. These potential teachers come with work experience and may have expertise that would serve them well in the classroom. While there has been substantial rhetoric assailing the virtues of teachers with prior professional experience, no research that we know of has assessed the effectiveness of these teachers in terms of student learning. This study uses data from New York City to assess the relative effectiveness and retention of career-switchers. It provides some evidence that these teachers are no more effective than other new teachers, and, in fact, they appear to be less effective at raising math scores of elementary and middle school students. There is little difference in overall transfer or leave rates between teachers with prior experience and other teachers, although career-switchers from college recommended programs do appear more likely to transfer schools. 相似文献
197.
Alan Barnard Waveney Croft Rosemary Irons Natalie Cuffe Wasana Bandara Pamela Rowntree 《高等教育研究与发展》2011,30(4):435-448
This paper reports on the outcomes of a peer partnership program trialled at the Queensland University of Technology (QUT), Australia. The program was designed based on a community of practice methodology to bring together academic staff for the purpose of advancing teaching practice. The program encouraged professional and supportive environments for the purpose of critical reflection and personal development. The belief was that quality teaching is core business and vital to university organisational goals. Peer partnership programs support improvement in teaching and learning. Participants in the program reported the program enhanced their commitment and insight into teaching and that there is willingness to be involved if supported by colleagues and an organisation. Feedback from participants in the program was positive and outcomes arising from the QUT Peer Partnership Project were the development of an online peer partner tool-kit, staff development training, an instructional DVD and integration of the project goals within QUT staff development programs. 相似文献
198.
This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted. Through longitudinal interviews and surveys, students shared narratives about their developing science identities, SEM participation and aspirations. In analysis, three groups emerged (High Achieving Persisters, Low Achieving Persisters, and Lost Potentials), each experiencing different interactions and experiences within science communities of practice in and outside of school and within the extended family. These different microclimates framed students' perceptions of their SEM study, abilities, career options, and expected success, thereby shaping their science identities and consequent SEM trajectories. School science was often hard and discouraging; there were very few science advocates at school or home; and meaningful opportunities to work with real science professionals were scarce, even in schools with science or health academies. Students expressed positive attitudes toward science and non‐science pursuits where they experienced success and received support from important people in their lives. Results underscore the key role communities of practice play in career and identity development and suggest a need for interventions to help socializers better understand the value and purpose of science literacy themselves so as to encourage students to appreciate science, be aware of possible career options in science and enjoy learning and doing science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 564–582, 2010 相似文献
199.
Classwide supports were used to increase children's early literacy skills for Head Start morning and afternoon classrooms within a preschool Response to Intervention (RtI) model. Support included interventions to improve child outcomes for letter naming fluency (LNF) and teachers' instructional and managerial variables. Targeted activities included circle (a group instructional activity) and center times (also instructional time with children's choices about activities). Support for teachers included adding a “letter of the week” activity with active responding and other literacy activities and providing direct feedback to teachers about classroom managerial interactions. Results show positive classwide improvements for LNF, an increase in the prevalence of instruction, and improvements in positive and instructional managerial methods. Social validity appraisal indicated that the support methods were highly acceptable. © 2010 Wiley Periodicals, Inc. 相似文献
200.
How do pre-kindergarteners spend their time? Gender,ethnicity, and income as predictors of experiences in pre-kindergarten classrooms 总被引:2,自引:0,他引:2
Diane M. Early Iheoma U. Iruka Sharon Ritchie Oscar A. Barbarin Donna-Marie C. Winn Gisele M. Crawford Pamela M. Frome Richard M. Clifford Margaret Burchinal Carollee Howes Donna M. Bryant Robert C. Pianta 《Early childhood research quarterly》2010
The current paper considers how children spend their time in state-funded pre-kindergarten programs and how time use relates to ethnicity, gender, and family income, based on the assumption that how time is spent in pre-kindergarten is relevant for the programs’ success in narrowing achievement gaps. Classroom observations of 2061 children in 652 pre-k programs in 11 states were analyzed. Findings indicated that the pre-kindergarten day was roughly equally divided among free choice, teacher-assigned activities, and meals/routines. Children spent much of their time in language/literacy, social studies, and art, and less time in math and gross motor activities. Much of the pre-k day was spent in ‘no coded learning activity.’ Children in classes with lower proportions of Latino and African American children and higher average income-to-need ratios were generally engaged in richer and more stimulating experiences. The child-level variables of ethnicity and income were generally unrelated to how children spent their time, above and beyond the effects of classroom-level ethnicity and income. There were generally small, but significant gender differences – always in the gender-stereotyped direction – in how time was spent, especially during free choice time. 相似文献