全文获取类型
收费全文 | 518篇 |
免费 | 6篇 |
专业分类
教育 | 433篇 |
科学研究 | 23篇 |
各国文化 | 7篇 |
体育 | 32篇 |
文化理论 | 1篇 |
信息传播 | 28篇 |
出版年
2022年 | 2篇 |
2021年 | 3篇 |
2020年 | 10篇 |
2019年 | 17篇 |
2018年 | 16篇 |
2017年 | 13篇 |
2016年 | 24篇 |
2015年 | 15篇 |
2014年 | 9篇 |
2013年 | 89篇 |
2012年 | 14篇 |
2011年 | 11篇 |
2010年 | 13篇 |
2009年 | 10篇 |
2008年 | 11篇 |
2007年 | 10篇 |
2006年 | 13篇 |
2005年 | 19篇 |
2004年 | 6篇 |
2003年 | 12篇 |
2002年 | 13篇 |
2001年 | 13篇 |
2000年 | 16篇 |
1999年 | 10篇 |
1998年 | 7篇 |
1997年 | 14篇 |
1996年 | 10篇 |
1995年 | 9篇 |
1994年 | 10篇 |
1993年 | 9篇 |
1992年 | 12篇 |
1991年 | 7篇 |
1990年 | 8篇 |
1989年 | 6篇 |
1988年 | 7篇 |
1987年 | 6篇 |
1986年 | 5篇 |
1985年 | 4篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1982年 | 7篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1970年 | 3篇 |
1969年 | 2篇 |
1968年 | 1篇 |
1938年 | 1篇 |
1934年 | 1篇 |
排序方式: 共有524条查询结果,搜索用时 31 毫秒
21.
22.
23.
24.
The education of young people with profound and multiple learning difficulties continues to raise challenges and controversies. In this article, Ben Simmons, an ESRC funded PhD student and research assistant, and Phil Bayliss, programme director for the masters degree in special education and disability, both based in the School of Education and Lifelong Learning at the University of Exeter, describe their research into provision for pupils with profound and multiple learning difficulties in a special school in the south west of England. Their work, based in an interpretivist, qualitative approach, set out to illuminate issues relating to the inclusion of pupils with profound and multiple learning difficulties. The findings presented here suggest that the school, in spite of its strong reputation, struggled significantly to provide appropriate learning experiences for pupils with profound and multiple learning difficulties. Ben Simmons and Phil Bayliss discuss the need for improved staff development opportunities focused on enhancing current levels of knowledge and skills. They conclude by calling for a reappraisal of the established view that special schools necessarily provide the best learning environment for pupils with profound and multiple learning difficulties. 相似文献
25.
26.
Donald Simpson Eunice Lumsden Rory McDowall Clark 《Early Years: An International Journal of Research and Development》2015,35(1):96-109
The global rise of a neoliberal ‘new politics of parenting’ discursively constructs parents in poverty as the reason for, and remedy to, child poverty. This allows for Early Childhood Education and Care (ECEC) to become a key policy lever by using human technologies to intervene in and regulate the lives of parents and children in poverty. The article explores the uptake of this policy locally through interviews with 30 ECEC practitioners in three locations across England. The interviews suggested that the neoliberal discursive formation of child poverty as a problem of the poor themselves had symbolic power and was a view shared by most of the interviewees. This appeared to restrict their thinking and action, shaping a limited engagement with parents in poverty. Delivering curricular requirements was seen to further delimit practitioners’ practices with children in poverty by reducing their poverty sensitivity. Although this is a small study, its findings may be of value in questioning neoliberal logics, and their implications are considered critically. 相似文献
27.
Bullying has been the topic of much debate and empirical investigations over the past decade. Contemporary literature contends that students with disabilities may be overrepresented within the bullying dynamic as both perpetrators and victims. Unfortunately, prevalence rates associated with the representation of students with disabilities is limited due to measurement, disability status identification, and definition issues. The present study attempted to address these issues by assessing the prevalence rates of specific subgroups of students with disabilities in a large‐scale cross‐sectional study with 13,325 students without disabilities and 1,183 students with disabilities in Grades 6 through 12. Results suggest that overall, students with disabilities reported proportionally higher rates of bullying, fighting, relational aggression, victimization, online victimization, and relational victimization than did their peers without disabilities. These findings suggest that schools must begin to establish targeted interventions to support skill development based on characteristics associated with specific disability identification. 相似文献
28.
Even though there are increasing numbers of PhD students in the distance mode, our current understanding of PhD candidature at a distance is limited and incomplete. On the one end of the spectrum are accounts of unhappy and isolated doctoral students who are separated from communities of practice. At the same time, literature offers accounts of PhD students at a distance who view themselves as agential and autonomous and are happy not to get sidetracked by others. In this reflection we ask what distinguishes the conventional PhD student from one who is studying at a distance, and invite more research on self-efficacy and vicarious learning of PhD students at a distance. 相似文献
29.
Nuria Calet Nicolás Gutiérrez-Palma Ian C. Simpson M. Carmen González-Trujillo Sylvia Defior 《Scientific Studies of Reading》2015,19(1):51-71
Previous studies implicate suprasegmental phonology in reading acquisition. However, little is known about how suprasegmental sensitivity develops or how it contributes to reading. Here, 130 Spanish primary-school children participated in this 2-year longitudinal study. Nonlinguistic rhythm, lexical-stress sensitivity and metrical-stress sensitivity, along with phonological awareness, vocabulary, nonverbal intelligence, and reading aloud, were assessed on five occasions. Results suggest that prosody abilities have different developmental trajectories and that prosody explains unique variance in reading beyond that explained by other factors. There was some evidence that the contribution of each prosody skill occurred at different phases in reading development. Nonlinguistic rhythm, lexical-stress sensitivity, and metrical-stress sensitivity assessed at the end of kindergarten, the start of Grade 1, and the end of Grade 1, respectively, predicted reading performance 6 months later. Nevertheless, sample size and reliability temper the conclusions that can be made. The implications of prosody skills for literacy development are discussed. 相似文献
30.
Xiaofeng Steven Liu Brandon Loudermilk Thomas Simpson 《Measurement in physical education and exercise science》2014,18(2):91-100
Sample size can be chosen to achieve a specified width in a confidence interval. The probability of obtaining a narrow width given that the confidence interval includes the population parameter is defined as the power of the confidence interval, a concept unfamiliar to many practitioners. This article shows how to utilize the Statistical Analysis System (SAS) proc power procedure to determine an appropriate sample size and achieve sufficient power for a specified confidence interval. Two examples in sport and exercise science are used to illustrate sample size determination for confidence intervals in the dependent and independent t tests. The relevant SAS code and output are provided with detailed annotations. As the use of confidence intervals becomes a more integral part of studies in sport and exercise science, the reporting and analysis of their power should be considered much like that of hypothesis tests. 相似文献