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981.
For 2 years we followed lower-performing English learner (EL) and native English speaking (non-EL) students who participated in an efficacy trial of a supplemental first-grade code-oriented intervention implemented by paraeducators. At the end of grade three, across all students (n = 180 of the original 187 students), treatment effects were maintained on word reading (approximate d = .45), spelling (.36) and reading comprehension (.24). However, treatment effects tended to be smaller for EL students, and were significantly smaller for spelling in particular. While pretest grade one word reading did not moderate treatment response for either ELs or non-ELs, it was found to strongly predict all three end-of- grade-three outcomes, although to a lesser extent for ELs on reading comprehension. Findings add support to previous research on the benefits of early code-oriented tutoring. 相似文献
982.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
983.
Utilizing a controlled stimulus passage to control for verbosity and topic selection, this research investigated the written syntax of 81 (60 males, 21 females) collegeable individuals demonstrating a specific learning disability. Four models of speech production disturbance (i.e., syntactical, lexical, monitoring, control) were evaluated in light of the errors identified in the rewrite paragraphs of this population. The data from this research supports the control impairment hypothesis, predicting that sentence production errors will be of the same kind as found in the language of writers demonstrating no handicapping conditions. In addition, the study investigated the correlation of specific cognitive and achievement variables to syntactical competence and error type. 相似文献
984.
Emilly K. Martinez Lauren Berkshire Hearit Devika Banerji Patricia E. Gettings Patrice M. Buzzanell 《Communication Teacher》2018,32(1):19-24
ABSTRACTCourses: Organizational Communication, Intercultural CommunicationObjectives: This activity encourages students to learn collaboratively about diversity through the sharing of student experiences; deepen and complicate their understanding of organizational diversity; and enhance their ability to apply course material to increasingly complex organizational environments. 相似文献
985.
Patricia A. Brieschke 《The Urban Review》1986,18(4):237-251
As managers of teachers, principals must cope with a variety of educational mistakes in their schools. These cumulative mistakes lead to a state of borderline competency in the teacher. From interviews with 30 elementary school principals in a large urban school system, interviews and observations of 19 borderline competent teachers, and review of principals' teacher evaluation records, five states of coping with teachers' educational mistakes emerged: (1) deployment-enlisting the teachers' colleagues to watch over him or her and report back to the principal on the teacher's behavior; (2) detente-bringing the troubled teacher within the society of peers and rallying forces to help solve his or her problems; (3) determination-deciding that the range of the teacher's deviations exceeds the boundaries of normative behavior and there is cause for dismissal; (4) evaluation-assigning an unsatisfactory efficiency rating with extensive documentation and recordkeeping for teachers who have been identified as borderline competent; and (5) formal dismissal-taking action to remove a teacher from the school. 相似文献
986.
Patricia Baggett Andrzej Ehrenfeucht 《Educational technology research and development : ETR & D》1983,31(1):23-32
This study shows that when viewers watching an educational movie are presented simultaneously with information in two media-visual
and verbal /auditory, there is no competition fa resources. When encoding information in one medium, one is not hindered from
encoding information in the other; even when visual and linguistic information are presented sequentially, doubling study
time, the extraction of information is not increased. College students appear to be good dual media processors.
This work was supported by the Office of Naval Research, Contract #N00014-78-C0433, and National Institute of Mental Health
postdoctoral fellowship #5 F32 MH07588-02, to the first author. Some of the results were presented at the 1980 annual meeting
of the Psychonomics Society in St. Louis. We thank Agda Bearden for helping with data collection and scoring and R. Michael
Perry for implementing the computer package for data analysis. Requests for reprints should be sent to Patricia Baggett, Psychology
Department, University of Colorado, Campus Box 345, Boulder, Colorado, 80309. This report is #108 of the Institute of Cognitive
Science’s Technical Report Series. 相似文献
987.
This article examines college-going identity construction for Black, Latino, and Asian American and Pacific Islander high school students. The authors use Marcia’s (J Personal Soc Psychol 3(5):551–558, 1966; in: Delson (ed) Handbook of adolescent research, Wiley, New York, 1980) ego identity statuses perspective to examine how students develop their college-going identities to consider their post-high school pathways. We draw on focus groups interviews with 153 Black, Latino, and Asian American Pacific Islanders students enrolled in 10 urban and suburban high schools in California. The findings show the importance of being somebody, not quitting before establishing a career or graduating from college, joining the military as a pathway to finance postsecondary education, and the internal pressure to pay for higher education. The significance of this paper challenges the dominant narrative of young men of color not invested or interested in higher education, but highlight how the young men of color negotiate their agency in constructing their ideas and making decisions based on how various tensions and aspirations shape their goals after high school. 相似文献
988.
Isis H. Settles Sheila T. Brassel Georgina M. Montgomery Kevin C. Elliott Patricia A. Soranno Kendra Spence Cheruvelil 《Innovative Higher Education》2018,43(4):303-319
As scientific teams in academia have become increasingly large, interdisciplinary, and diverse, more attention has been paid to honorary authorship (i.e., giving authorship to those not making a significant contribution). Our study examined whether honorary authorship occurs because of the desire to include all or many team members. Interviews with project principal investigators (n?=?6) and early-career project members (n?=?6) from 6 interdisciplinary environmental science research teams revealed that principal investigators frequently employed inclusion-motivated honorary authorship but that this practice had some negative impacts on early-career team members with less power and status, thereby undermining true inclusion of those from underrepresented groups. We believe our findings are of import not only for environmental scientists, but also for scholars who are interested in issues of authorship decision-making regardless of disciplinary affiliation. 相似文献
989.
Hoogendijk Kirsten Holland Judith G. Tick Nouchka T. Hofman Adriaan W. H. Severiens Sabine E. Vuijk Patricia Maras Athanasios van Veen Dolf 《European Journal of Psychology of Education - EJPE》2020,35(1):111-135
European Journal of Psychology of Education - The teacher-student relationship plays an important role in the academic and behavioral development of primary school children with externalizing... 相似文献
990.
Distance learning and educational equity both began with an emphasis on access, on providing underserved students with an increased access to education. Today definitions of equity have gone beyond simple access to include equal or equivalent treatment and outcomes while definitions of underserved students have expanded to include girls, children of color, children with limited English proficiency and children with disabilities. At the same time the definition of distance learning has expanded to include new technologies, new audiences and new roles. Based on these new definitions and roles, the article raises a number of equity challenges for distance learning educators centering around who is taught, what is taught and how the teaching is done. To answer these challenges, a series of recommendations are suggested that educators can implement to make distance learning a leader in increasing educational equity for all students. The time to act is now. 相似文献