全文获取类型
收费全文 | 1095篇 |
免费 | 39篇 |
专业分类
教育 | 868篇 |
科学研究 | 33篇 |
各国文化 | 21篇 |
体育 | 47篇 |
文化理论 | 6篇 |
信息传播 | 159篇 |
出版年
2023年 | 7篇 |
2022年 | 18篇 |
2021年 | 14篇 |
2020年 | 40篇 |
2019年 | 62篇 |
2018年 | 71篇 |
2017年 | 78篇 |
2016年 | 76篇 |
2015年 | 50篇 |
2014年 | 38篇 |
2013年 | 226篇 |
2012年 | 44篇 |
2011年 | 36篇 |
2010年 | 35篇 |
2009年 | 29篇 |
2008年 | 27篇 |
2007年 | 27篇 |
2006年 | 18篇 |
2005年 | 19篇 |
2004年 | 25篇 |
2003年 | 30篇 |
2002年 | 18篇 |
2001年 | 8篇 |
2000年 | 8篇 |
1999年 | 16篇 |
1998年 | 4篇 |
1997年 | 8篇 |
1996年 | 6篇 |
1995年 | 5篇 |
1994年 | 2篇 |
1993年 | 5篇 |
1992年 | 10篇 |
1991年 | 6篇 |
1990年 | 5篇 |
1989年 | 2篇 |
1987年 | 7篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1983年 | 4篇 |
1982年 | 12篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1933年 | 1篇 |
1887年 | 1篇 |
1875年 | 1篇 |
排序方式: 共有1134条查询结果,搜索用时 9 毫秒
191.
Rachel Hertz-Lazarowitze 《Reading and writing》2004,17(3):267-299
Research literature on writingstorybooks overlooks first graders. This ispuzzling as children enter first grade havingemergent literacy, in reading, writing, andstory composition. It may reflect the belief that at thisage children should learn to read and write(conventionally) as the curriculum demands,while elaborate writing is assumed be taughtand developed in higher grades. This study investigated story writing by Arab(N = 184) and Jewish (N = 321) first graders inIsrael. The children were presented with fourrelated pictures, asked to paste them in thesequence of their choice in a booklet, and thento write a narrative in their first language(Arabic or Hebrew). Writing the storybook wasperceived as a space for literacy development,and was tested in the contextof two instruction methods: Success For All(SFA) and whole-class Active Learning (AL). Theclasses were observed and teachers wereinterviewed on writing instruction.Nineteen categories of writing yieldedthree clusters–factors: book print awareness,writing conventions, and story quality. Thesethen served as measures for writing outcomes. Jewish and Arab children in SFA achieved higherscores than AL students; the Jews were higherthan the Arabs on most categories, but theestimate gain was highest for Arabs in SFA. The effect of SFA was highest for at-riskJewish students and lowest for at-risk Arabstudents. The results are discussed against thelinguistic and cultural background of the twogroups and in respect of their implications forwriting instruction in a bilingual context. 相似文献
192.
This study examined the effect of hearing status on role salience and anticipated work-family relations among 101 unmarried young adults aged 20-33 years: 35 with hearing loss (19 hard of hearing and 16 deaf) and 66 hearing. Participants completed the Life Role Salience scale, anticipated conflictual relations scale, anticipated facilitory relations scale, and a background questionnaire. The deaf participants demonstrated a significantly higher level of commitment to work but anticipated the significantly lowest level of conflict. Hearing status was a significant variable in predicting anticipated conflictual relations among all participants. Mode of communication was a significant predictor of conflictual relations among the hearing loss group. Implications for theory and practice were discussed. 相似文献
193.
Sharon Stein 《高等教育研究与发展》2020,39(1):156-170
ABSTRACTIn response to the contemporary context of reconciliation in Canada, colleges and universities have made efforts to ‘Indigenise’ their campuses, extending earlier, Indigenous-led efforts to create more space for Indigenous peoples and knowledges. While many welcome these efforts, others express concern that they fail to go beyond conditional inclusion to fundamentally shift relationships between settlers and Indigenous peoples. In this article, I examine these developments and suggest that most institutions and individuals have yet to face the full extent of their complicity in colonisation. I argue that perhaps it is only by doing so, and thus, arriving at the impossibility of reconciliation, that a transformation of settler–Indigenous relationships might be possible. 相似文献
194.
Teachers' learning to facilitate high‐level student thinking: Impact of a video‐based professional development
下载免费PDF全文
![点击此处可从《科学教学研究杂志》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms. 相似文献
195.
Singing our song: the affordances of singing in an intergenerational,multimodal literacy programme
下载免费PDF全文
![点击此处可从《Literacy》网站下载免费的PDF全文](/ch/ext_images/free.gif)
This exploratory case study examined the affordances of singing as a multimodal literacy practice within ensembles that featured art, singing and digital media produced in an intergenerational programme that served a class of kindergarten children and community elders. The programme that was set up by the study in collaboration with a rural school and elders' organisation saw participants meet one afternoon a week for most of a school year. Study questions concerned the meaning making and relationship‐building opportunities afforded to the participants as they worked through chains of multimodal projects. Data were collected using ethnographic tools in an elders' home where the projects were completed and in the kindergarten where project content and tools were introduced to the children and extended by the classroom teacher. Themes were identified through the juxtaposition of data in relation to the literature and study questions. Results indicate that singing provided opportunities for participants to form relationships and make meaning as a group while combining modes. Study findings foreground the communicative power of singing and suggest how singing, when viewed through a multimodal lens, might be a potent tool for multimodal literacy learning. 相似文献
196.
Counselor-client contracts were employed to facilitate parental participation in decision making for their children who were in out-of-home care. The components of such contracts are described and an example is provided. A significant relationship was found between parental willingness to sign a written agreement and outcome. 相似文献
197.
Sandra Soliday Hong Noreen Yazejian Shannon Guss Amanda Stein Maia Connors Diane Horm 《Early education and development》2019,30(8):1084-1093
ABSTRACTResearch Findings: This article summarizes current peer-reviewed research and conceptualizations of collaboration and presents a new conceptual model. Authors found that the existing peer-reviewed literature does not adequately reflect emerging understandings of the nature of early childhood collaborations or the contributions such collaborations make to outcomes. The paper fills a gap in the literature by presenting a broader conceptualization of collaboration in which stakeholders work together and use data to achieve common goals through engaging in shared activities. Authors provide examples of how collaborations take place within a network of early care and education programs. Practice or Policy: Practitioners can use information presented in this to support collaborations at different levels of an early childhood system. More research needs to be conducted to identify and measure collaborative activities and outcomes across levels of collaboration to align with a broader definition of collaboration. 相似文献
198.
Cristyn Davies Susan Rachel Skinner Tanya Stoney Helen Siobhan Marshall Joanne Collins Jane Jones 《Sex education》2017,17(3):256-275
AbstractThe National Human Papillomavirus (HPV) Vaccination Program in Australia commenced in 2007 for girls and in 2013 for boys, using the quadrivalent HPV [4vHPV] vaccine. In Australia, students are primarily vaccinated en masse, on school grounds, after parental/guardian consent is obtained. Students most often receive little, or no, education at school about HPV or HPV vaccination prior to immunisation. There is also some uncertainty about where young people can and should obtain reliable information about the vaccine, outside of school. We conducted a cluster randomised controlled trial of a complex intervention in schools. This study aimed to improve: (1) student knowledge about HPV vaccination; (2) psycho-social outcomes and (3) vaccination uptake. In this paper, we briefly outline our educational intervention and discuss its implementation by educators including facilitators and barriers. We also discuss the study findings pertaining to student knowledge about HPV and HPV vaccination and their attitudes to vaccination across control and intervention schools. Study results showed students in intervention schools demonstrate greater knowledge and understanding of HPV and HPV vaccination. Greater knowledge and understanding of HPV and HPV vaccination appeared to promote positive attitudes towards vaccination and supported confidence with vaccination. 相似文献
199.
Marian C. Fish Dalia R. Gefen Walter Kaczetow Greta Winograd Rachel Futtersak-Goldberg 《Innovative Higher Education》2016,41(2):153-165
One of the essential factors related to student success and satisfaction with a higher education experience is the college environment in which learning takes place. The purpose of this study was to develop a scale, the College Campus Environment Scale (CCES), to measure characteristics of college campus environments valued by students. A model emerged with the following six factors: Academic and Career Expectations, Athletics, Health, Role Models and Mentors, Safety, and Social and Extracurricular Activities. The CCES demonstrates good evidence of reliability and validity and can be utilized by researchers and college personnel to promote positive college experiences for students. 相似文献
200.
Christopher J. McCarthy Rachel T. Fouladi Brian D. Juncker Kenneth B. Matheny 《Journal of College Counseling》2006,9(2):99-110
The association of protective resources, personality variables, life events, and gender with anxiety and depression was examined with university students. Building on regression analyses, a structural equation model was generated with good fit, indicating that with respect to both anxiety and depression, negative life events and coping resources were mediated by a common distress factor. Personality variables were associated with anxiety, which in turn had a direct relationship to depression. 相似文献