全文获取类型
收费全文 | 1584篇 |
免费 | 32篇 |
专业分类
教育 | 1114篇 |
科学研究 | 131篇 |
各国文化 | 11篇 |
体育 | 173篇 |
文化理论 | 9篇 |
信息传播 | 178篇 |
出版年
2023年 | 8篇 |
2022年 | 11篇 |
2021年 | 13篇 |
2020年 | 31篇 |
2019年 | 68篇 |
2018年 | 73篇 |
2017年 | 75篇 |
2016年 | 50篇 |
2015年 | 37篇 |
2014年 | 48篇 |
2013年 | 346篇 |
2012年 | 34篇 |
2011年 | 34篇 |
2010年 | 21篇 |
2009年 | 33篇 |
2008年 | 33篇 |
2007年 | 25篇 |
2006年 | 37篇 |
2005年 | 20篇 |
2004年 | 31篇 |
2003年 | 28篇 |
2002年 | 23篇 |
2001年 | 23篇 |
2000年 | 36篇 |
1999年 | 23篇 |
1998年 | 14篇 |
1997年 | 17篇 |
1996年 | 9篇 |
1994年 | 19篇 |
1993年 | 14篇 |
1992年 | 15篇 |
1991年 | 13篇 |
1990年 | 11篇 |
1989年 | 17篇 |
1988年 | 13篇 |
1987年 | 10篇 |
1986年 | 13篇 |
1985年 | 12篇 |
1984年 | 16篇 |
1983年 | 12篇 |
1981年 | 12篇 |
1980年 | 8篇 |
1979年 | 16篇 |
1977年 | 8篇 |
1974年 | 8篇 |
1972年 | 8篇 |
1971年 | 9篇 |
1970年 | 7篇 |
1927年 | 8篇 |
1926年 | 10篇 |
排序方式: 共有1616条查询结果,搜索用时 15 毫秒
131.
Miller CJ Miller SR Bloom JS Jones L Lindstrom W Craggs J Garcia-Barrera M Semrud-Clikeman M Gilger JW Hynd GW 《Annals of dyslexia》2006,56(1):83-102
The double-deficit hypothesis of dyslexia posits that reading deficits are more severe in individuals with weaknesses in phonological awareness and rapid naming than in individuals with deficits in only one of these reading composite skills. In this study, the hypothesis was tested in an adult sample as a model of reading achievement. Participants were parents of children referred for evaluation of reading difficulties. Approximately half of all participants reported difficulty learning to read in childhood and a small subset demonstrated ongoing weaknesses in reading. Structural equation modeling results suggest that the double-deficit hypothesis is an accurate model for understanding adult reading achievement. Better reading achievement was associated with better phonological awareness and faster rapid automatized naming in adults. Posthoc analyses indicated that individuals with double deficits had significantly lower reading achievement than individuals with single deficits or no deficits. 相似文献
132.
Christopher Deneen Gavin T.L. Brown Trevor G. Bond Ronnie Shroff 《Asia-Pacific Journal of Teacher Education》2013,41(4):441-456
Outcome-based education (OBE) is a current initiative in Hong Kong universities, with widespread backing by governments and standards bodies. However, study of students’ perceptions of OBE and validation of understanding these perceptions are lacking. This paper reports on the validation of an OBE-specific instrument and resulting preliminary findings. Instrument responses (n = 89) were analysed using Rasch and exploratory/confirmatory factor analyses. Both approaches identified two dimensions (i.e. evaluation and comparison). Challenges and modifications to the instrument items and their relationships to constructs are discussed. Preliminary findings suggest students did not perceive significant differences between OBE and traditionally organised courses. Lack of explicit discussion of OBE with the students may have denied students the ability to make fully informed evaluations of OBE innovations. Implications for instrument validation and evaluation of initiatives in an OBE context are discussed as is the broader issue of transparency in teacher education curriculum design and implementation. 相似文献
133.
Anna Jones 《International Journal for Academic Development》2013,18(3):241-251
Language is an important way of presenting an identity, either individual or group. This paper explores the language used in the presentation of the identity of academic development. The study is based on an analysis of websites from academic development centres in the UK and Australia and outlines the public ways in which academic developers present their work and the meanings that are attached to this presentation. It uses frame theory to analyse the language of academic development websites in order to explore some of the assumptions underpinning the public face of academic development. It explores the ways in which language is used to frame and persuade in order to establish the credibility of academic development as an expert and scholarly field. 相似文献
134.
Jim Jones Deputy Headmaster 《School Leadership & Management》2013,33(2):131-134
Solihull's development of delegated budgets began in 1981. The experiences of schools and Centre led to the acceptance by Council in 1987 of a scheme for general implementation. The detailed scheme is included in an Appendix to the article, together with examples of vital financial management systems. In his article, the Director of Education explores the effects of delegation of the budget, and with it, the decision‐making process. The school heads’ role gains the natural extension of facility to implement management decisions, but what of the role of the Centre? 相似文献
135.
This pilot study examined the effects of a short‐term music therapy program on the classroom behaviours of newly arrived refugee students who were attending an intensive ‘English as a Second Language’ secondary school. A cross‐over design with two five‐week intervention periods was employed with group music therapy sessions conducted one or two times per week. Data from the Behaviour Assessment Scale for Children were used to evaluate a range of positive and negative school behaviours. A significant decrease in externalising behaviours was found with particular reference to hyperactivity and aggression. No significant differences were found in other behaviours. Explanations and implications of these findings are discussed. 相似文献
136.
The article traces the Welsh origins of “translanguaging” from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for future research. 相似文献
137.
138.
Lee Waller Herlinda M. Glasscock Ronnie L. Glasscock Patsy J. Fulton-Calkins 《Community College Journal of Research & Practice》2013,37(5-6):443-461
This article presents a practitioner's funding model indicative of the primary revenue streams of community colleges in Texas. Methodology is developed to identify internal and external processes for the comparison of these primary revenue streams on a per-contact-hour basis. Student tuition, ad valorem property tax, maintenance taxing district, and state appropriation revenues are analyzed to provide a framework for the subsequent development of methodologies to identify disparities in the Texas community college funding mechanism. 相似文献
139.
Research Findings: Assessing the development of early literacy skills is necessary in order to identify children with delays, provide appropriate intervention, and monitor progress. The purpose of the current study was to compare the data obtained from 2 curriculum-based assessments of phonological awareness skills in a sample of low-income, urban preschoolers. Participants included 227 children from Head Start and other community-based preschool classrooms located in a midwestern city. The Preschool Individual Growth and Development Indicators (IGDIs) and the Phonological Awareness and Literacy Screening–PreK (PALS-PreK) were administered in the fall and spring of the year. Results suggested that the PALS-PreK was more advantageous than the IGDIs in terms of providing meaningful data for this group of children. The IGDIs appeared to be more appropriate for developmentally advanced preschoolers in this population. Practice or Policy: There remains a critical need for assessments of emergent literacy that are appropriate for diverse groups of preschool children and can feasibly be used for monitoring development. 相似文献
140.
Christine Li Grining C. Cybele Raver Kina Champion Latriese Sardin Molly Metzger Stephanie M. Jones 《Early education and development》2013,24(1):65-94
Research Findings: This article reports on two studies. Study 1 considered ways in which Head Start teachers' (n = 90) psychosocial stressors are related to teachers' ability to maintain a positive classroom emotional climate and effective behavior management in preschool classrooms. Study 2 tested the hypothesis that among teachers randomly assigned to a treatment condition (n = 48), psychosocial stressors serve as important predictors of their use of an intervention designed to improve classroom emotional climate and behavior management. Practice or Policy: Findings from Study 1 were mixed; notably, teachers' personal stressors were moderately predictive of lower use of effective strategies of behavior management in the classroom. Findings from Study 2 suggest that psychosocial stressors are not a barrier to teachers' use of intervention services. Contrary to our expectations, teachers reporting more stressors attended more training sessions than did teachers reporting fewer stressors. Teachers reporting higher levels of stress availed themselves of less support from mental health consultants during classroom consultation visits offered to treatment group classrooms as part of the intervention. 相似文献