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101.
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103.
Meca?R.?WilliamsEmail author Denise?N.?Brewley R.?Judith?Reed Dorothy?Y.?White Rachel?T.?Davis-Haley 《The Urban Review》2005,37(3):181-199
This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White
Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial
support that helped them to navigate through their graduate level work. Common themes of identity, community service missions,
and empowerment provides a thread that ties the student’s narratives together. We close by offering some suggestions for further
research on the Black graduate experience and mentoring Black graduate students.
Meca R. Williams, Denise N. Brewley, R. Judith Reed and Dorothy Y. White are affiliated with University of Georgia. Rachel
T. Davis-Haley is affiliated with University of New Orleans. 相似文献
104.
Rachel E. Wilson Leslie U. Bradbury 《International Journal of Science Education》2016,38(17):2621-2641
In consideration of the potential of drawing and writing as assessment and learning tools, we explored how early primary students used these modes to communicate their science understandings. The context for this study was a curricular unit that incorporated multiple modes of representation in both the presentation of information and production of student understanding with a focus on the structure and function of carnivorous plants (CPs). Two science teacher educators and two first-grade teachers in the United States co-planned and co-taught a multimodal science unit on CP structure and function that included multiple representations of Venus flytraps (VFTs): physical specimens, photographs, videos, text, and discussions. Pre- and post-assessment student drawings and writings were statistically compared to note significant changes, and pre- and post-assessment writings were qualitatively analysed to note themes in student ideas. Results indicate that students increased their knowledge of VFT structure and function and synthesised information from multiple modes. While students included more structures of the VFT in their drawings, they were better able to describe the functions of structures in their writings. These results suggest the benefits for student learning and assessment of having early primary students represent their science understandings in multiple modes. 相似文献
105.
Rachel E. Stark Lynne E. Bernstein Rosemary Condino Michael Bender Paula Tallal Hugh Catts 《Annals of dyslexia》1984,34(1):49-68
Children identified as normal or as specifically language impaired (SLI) were given speech, language, and intelligence testing
on a longitudinal basis. Fourteen normal and 29 SLI children between the ages of 4 1/2 and 8 years were tested at Time 1.
They were retested three to four years later when they were 8 to 12 years old. The results indicated that both the normal
and the SLI children continued to develop skills in receptive and expressive language and speech articulation across the 3-
to 4-year period intervening between evaluations. Overall, however, the SLI children appeared to develop language skills at
a slower than normal rate and 80% of them remained language impaired at Time 2. In addition, the majority of the SLI children
manifested reading impairment at Time 2, while none of the normal children did so. The implications for the educational management
of SLI children are discussed.
Research supported by the March of Dimes, Grant #12-84.
Presented at the 32nd Annual Conference of The Orton Dyslexia Society, Baltimore, Maryland, November 1982. 相似文献
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David L. Lee Phillip J. Belfiore Mary Catherine Scheeler Youjia Hua Rachel Smith 《Psychology in the schools》2004,41(7):789-801
The use of high‐probability (high‐p) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high‐probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of reinforcement results in increased responding for the response class as a whole. Early research in this area had focused mainly on compliance issues for individuals with developmental disabilities. However, more recently the utility of high‐p sequences has been examined within the context of academics. The purpose of these two experiments was to examine the use of high‐p sequences with two academic tasks—letter‐writing and mathematics problem completion. The results of these studies suggest that high‐p sequences can be used to increase academic productivity. Moreover, the addition of experimenter‐delivered reinforcers to existing high‐p sequences enhances overall behavioral persistence. Theoretical and applied implications of persistence and behavioral momentum are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 789–801, 2004. 相似文献
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Dikla Brown Rachel Gali Cinamon 《International Journal for Educational and Vocational Guidance》2016,16(3):343-361
The current study focuses on the contribution of the Big Five personality traits to the development of self-efficacy and outcome expectations regarding selection of a high school major among 368 Israeli adolescents (M age = 16.07, SD = 0.41). Structural equation analyses showed that higher levels of conscientiousness and extraversion and lower neuroticism contributed to higher self-efficacy. In contrast, higher levels of conscientiousness and neuroticism and lower extraversion contributed to higher outcome expectations. These findings expand our understanding regarding personality characteristics serving as antecedents of self-efficacy and outcome expectations and sets important implications for career interventions with adolescents. 相似文献
110.
Singleton JL Morgan D DiGello E Wiles J Rivers R 《Journal of deaf studies and deaf education》2004,9(1):86-103
The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total number of words, use of words known to be highly frequent in children's writing, redundancy in writing, and use of English function words. All deaf writers showed significantly lower use of function words as compared to their hearing peers. Low-ASL-proficient students demonstrated a highly formulaic writing style, drawing mostly on high-frequency words and repetitive use of a limited range of function words. The moderate- and high-ASL-proficient deaf students' writing was not formulaic and incorporated novel, low-frequency vocabulary to communicate their thoughts. The moderate- and high-ASL students' performance revealed a departure from findings one might expect based on previous studies with deaf writers and their vocabulary use. The writing of the deaf writers also differed from the writing of hearing ESL speakers. Implications for deaf education and literacy instruction are discussed, with special attention to the fact that ASL-proficient, deaf second-language learners of English may be approaching English vocabulary acquisition in ways that are different from hearing ESL learners. 相似文献