全文获取类型
收费全文 | 3759篇 |
免费 | 384篇 |
专业分类
教育 | 3545篇 |
科学研究 | 48篇 |
各国文化 | 119篇 |
体育 | 62篇 |
综合类 | 3篇 |
文化理论 | 10篇 |
信息传播 | 356篇 |
出版年
2023年 | 4篇 |
2022年 | 5篇 |
2021年 | 43篇 |
2020年 | 70篇 |
2019年 | 139篇 |
2018年 | 143篇 |
2017年 | 179篇 |
2016年 | 125篇 |
2015年 | 176篇 |
2014年 | 197篇 |
2013年 | 1123篇 |
2012年 | 146篇 |
2011年 | 177篇 |
2010年 | 184篇 |
2009年 | 148篇 |
2008年 | 163篇 |
2007年 | 111篇 |
2006年 | 106篇 |
2005年 | 96篇 |
2004年 | 83篇 |
2003年 | 49篇 |
2002年 | 48篇 |
2001年 | 43篇 |
2000年 | 44篇 |
1999年 | 49篇 |
1998年 | 31篇 |
1997年 | 27篇 |
1996年 | 38篇 |
1995年 | 46篇 |
1994年 | 26篇 |
1993年 | 29篇 |
1992年 | 34篇 |
1991年 | 24篇 |
1990年 | 38篇 |
1989年 | 19篇 |
1988年 | 21篇 |
1987年 | 23篇 |
1986年 | 14篇 |
1985年 | 17篇 |
1984年 | 12篇 |
1983年 | 13篇 |
1982年 | 13篇 |
1981年 | 10篇 |
1980年 | 7篇 |
1979年 | 8篇 |
1978年 | 7篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1974年 | 7篇 |
1968年 | 3篇 |
排序方式: 共有4143条查询结果,搜索用时 15 毫秒
951.
Amanda C. Miller Sun‐Joo Cho Jessica R. Toste James Street Laurie E. Cutting 《Learning disabilities research & practice》2014,29(1):25-35
Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random‐effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and student characteristics influenced students’ (n = 94; mean age = 11.97 years) performance on two indicators of reading comprehension: different types of comprehension questions and passage fluency. We found that variables related to word recognition, language, and executive function were influential across various types of passages and comprehension questions and also predicted a reader's passage fluency. Further, an exploratory analysis of two‐way interaction effects was conducted. Results suggest that understanding the relative influence of passage, question, and student variables has implications for identifying struggling readers and designing interventions to address their individual needs. 相似文献
952.
953.
954.
Sometimes, test‐takers may not be able to attempt all items to the best of their ability (with full effort) due to personal factors (e.g., low motivation) or testing conditions (e.g., time limit), resulting in poor performances on certain items, especially those located toward the end of a test. Standard item response theory (IRT) models fail to consider such testing behaviors. In this study, a new class of mixture IRT models was developed to account for such testing behavior in dichotomous and polytomous items, by assuming test‐takers were composed of multiple latent classes and by adding a decrement parameter to each latent class to describe performance decline. Parameter recovery, effect of model misspecification, and robustness of the linearity assumption in performance decline were evaluated using simulations. It was found that the parameters in the new models were recovered fairly well by using the freeware WinBUGS; the failure to account for such behavior by fitting standard IRT models resulted in overestimation of difficulty parameters on items located toward the end of the test and overestimation of test reliability; and the linearity assumption in performance decline was rather robust. An empirical example is provided to illustrate the applications and the implications of the new class of models. 相似文献
955.
Tuula Merisuo‐Storm 《Scandinavian Journal of Educational Research》2013,57(2):111-125
This study explored girls' and boys' (aged 10–11) attitudes towards reading and writing. Girls enjoyed reading significantly more than boys. Boys liked mostly comics and humorous books; adventure books were girls' favourites. Poetry did not appeal to pupils. Many boys did not enjoy typical school texts. Most pupils, especially boys, did not like to read aloud. Even many fluent and motivated readers felt embarrassed when doing it. Pupils' attitudes towards writing were more negative than those regarding reading. Boys were significantly more reluctant writers than girls. To interest boys the writing task should have a meaningful purpose or a communicative function. The results suggest that pupils' interest should be a key factor in the selection of reading material; otherwise, many students will avoid reading and may develop a lifelong aversion to it. 相似文献
956.
Robin Barrow 《欧洲特需教育杂志》2013,28(3):305-307
Complex cultural and historical forces are often neglected when the development of inclusive education in international comparative research projects are discussed. The purpose of this study was to analyse teachers’ attitudes towards inclusive education by examining the ways in which cultural-historical factors in South Africa and Finland may impact on teachers’ attitudes. Data collection methods included the analysis of education policy documents and other relevant documents in countries, an open-ended question on teachers’ own definition of inclusive education and the results of the initial study on teachers’ attitudes to and concerns about inclusive education. A sample of 310 South African and 833 Finnish primary and secondary education teachers in mainstream and special education settings took part. An analysis of the data within a cultural-historical framework indicated that each country’s historical commitment to inclusive education and its attendant legacies about diversity in education have clearly mediated teachers’ views in both countries. As a result, we have been able to develop a deeper understanding of the complex local conditions, and the similarities and differences across national contexts in which inclusive education is implemented that could benefit both countries. 相似文献
957.
Teresa Carlson Doune MacDonald Trish Gorely Stephanie Hanrahan Robin Burgess-Limerick 《高等教育研究与发展》2000,19(1):103-116
This paper is concerned with the reconstruction, at the departmental level, of a university assessment policy that required a shift from norm-referenced assessment to criterion-referenced assessment (CRA). As such, it provides an account of a change process driven by a centralised policy imperative and yet implemented and driven also from a bottom-up process. A wide range of data was gathered using action research methods. Individual and focus group interviews were conducted with staff and students, participant journals were kept and successive drafts of criteria and standards, and samples of students' responses were collected. The data suggested that a top-down policy can be successfully combined with a departmental-driven process, if financial and time considerations are addressed and a collaborative process amongst staff is sustained. The use of action learning, as a tool for change, appeared to assist participants to begin to own a top-down policy. 相似文献
958.
959.
Sarah McGeown Dave Putwain Helen St. Clair‐Thompson Peter Clough 《Psychology in the schools》2017,54(2):196-209
This study sought to explore the concept of mental toughness (comprising the attributes challenge, commitment, control, and confidence) from the perceptions of adolescents, to better understand their views on these attributes and the extent to which each were regarded as important within an educational setting. In total, 54 adolescents (31 female) aged 12–17 participated. Focus group interviews (n = 15, average group size 3–4) were conducted, audio‐recorded, and transcribed verbatim. Data were analyzed using the principles of abbreviated grounded theory. The students’ views are discussed with reference to relevant psychological theory and literature and implications for teachers interested in encouraging these positive psychological attributes among adolescents are discussed. 相似文献
960.
Russell A. Chapman Stanley B. Baker Sylvia C. Nassar‐McMillan Edwin R. Gerler Jr. 《Counselor Education & Supervision》2011,50(5):298-313
The authors used an intensive single‐subject quantitative design to examine cybersupervision of counseling practicum students in a university setting. Five female supervisees volunteered to receive their required weekly supervision online during a 14‐week, semester‐long counseling practicum. Following a face‐to‐face orientation meeting, all remaining interactions among the supervisees and with the supervisor occurred electronically. Data were collected about the utility of the synchronous and asynchronous modalities, changes in supervisee competence and confidence during the practicum, and supervisee attitudes about the cybersupervision approach. The findings offered evidence that the web‐based modality could be used in similar settings. 相似文献