全文获取类型
收费全文 | 463篇 |
免费 | 5篇 |
专业分类
教育 | 373篇 |
科学研究 | 19篇 |
各国文化 | 5篇 |
体育 | 28篇 |
文化理论 | 8篇 |
信息传播 | 35篇 |
出版年
2022年 | 4篇 |
2021年 | 6篇 |
2020年 | 12篇 |
2019年 | 12篇 |
2018年 | 26篇 |
2017年 | 14篇 |
2016年 | 15篇 |
2015年 | 14篇 |
2014年 | 14篇 |
2013年 | 89篇 |
2012年 | 18篇 |
2011年 | 14篇 |
2010年 | 11篇 |
2009年 | 15篇 |
2008年 | 15篇 |
2007年 | 19篇 |
2006年 | 9篇 |
2005年 | 9篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 15篇 |
2001年 | 7篇 |
2000年 | 7篇 |
1999年 | 8篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 5篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 8篇 |
1990年 | 6篇 |
1989年 | 5篇 |
1988年 | 5篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 5篇 |
1981年 | 3篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1975年 | 2篇 |
1973年 | 2篇 |
1971年 | 3篇 |
1967年 | 2篇 |
1943年 | 2篇 |
1942年 | 2篇 |
排序方式: 共有468条查询结果,搜索用时 15 毫秒
401.
As part of a longitudinal follow-up of full-terms and preterms, infant measures of information processing obtained at 7 months and 1 year were related to various 6-year outcomes: general intelligence, language proficiency, early reading and quantitative skills, and several facets of perceptual organization (N = 91). 7-month Visual recognition memory (VRM) was associated with 6-year performance in all domains, and 3 1-year measures--VRM, cross-modal transfer (CMT), and object permanence--were related to IQ and/or one or more specific outcomes (r's = .20 to .47). Many of the infant-childhood relations remain significant even with IQ partialed. Additionally, 7-month VRM and 1-year CMT scores were lower for infants who, at 6 years, were considered at risk for learning disabilities. Overall, measures from the first year of life predicted both specific cognitive abilities and IQ at 6 years; to some extent, the specific abilities were predicted independently of IQ. 相似文献
402.
403.
This paper attempts to shed light on the following question: What kinds of four-year institutions of higher learning benefit the most from federal student financial aid programs? We address this question by investigating how institutional quality, institutional mission, and the student's average net cost of attendance covary with average Pell grant, SEOG grant, GSL loan, and college work-study financial aid awards. Our sample is comprised of 254 nonproprietary four-year public institutions of higher learning and 499 nonproprietary four-year private institutions of higher learning. 相似文献
404.
Although many U.S. children can count sets by 4 years, it is not until 5½–6 years that they understand how counting relates to number—that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½- to 6-year-olds (N = 136) may leverage to acquire this “successor function”: (a) mastery of productive rules governing count list generation; and (b) training with “+1” math facts. Both productive counting and “+1” math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from “+1” math facts. 相似文献
405.
Kim Janice H. Araya Mesele Hailu Belay Hagos Rose Pauline M. Woldehanna Tassew 《Early Childhood Education Journal》2021,49(5):855-867
Early Childhood Education Journal - Recent research on the effects of COVID-19 on school closures has mainly focused on primary and secondary education, with extremely limited attention to early... 相似文献
406.
On-the-job writing of deaf college graduates at all degree levels was investigated. Institutional databases and questionnaires to alumni and employers were the sources for information. Respondents were asked about editing assistance, sources and types of assistance, and perceptions of such assistance by employers and employees. Results of the study confirmed that deaf employees did considerable writing regardless of degree or type of job. Their self-reports indicated grammar as the major weakness. Additionally, employers stated that clarity, organization, and spelling were serious writing problems. The study also showed that deaf employees asked for and received editing assistance and that employers were willing to support the improvement of writing skills. Because error-free texts are expected in the workplace and editing assistance is sought and received, postsecondary institutions should mimic these practices by providing copyediting services and instruction in the ethics and practices of working with editors. 相似文献
407.
Whilst within universities, research on rather than with children/pupils is a well-established methodology, this paper reports on teachers’ responses to a schools and university-based partnership project, ‘Pupils as Research Partners in Primary (PARPP), which works to co-create pupil-led research opportunities for pupils in research projects informed by pupils’ experiences in primary schools. A previous paper, French and Hobbs, [(2017). “‘So How Well Did It Really Go’? Working with Primary School Pupils as Project Evaluators: A Case Study.” TEAN Journal 9 (1): 56–65] reported on how one PARPP project had a beneficial effect on pupils and their school environment. For this paper the project team interviewed a number of teachers whose pupils in the partner schools were involved in the pilot study phase of the project. Specifically, the teachers were interviewed to ascertain if the involvement of pupils, as lead researchers in projects exploring various aspects of the school environment, had impacted on their perceptions of pupil-led research. Findings suggest that the experiences of teachers in schools where PARPP projects had taken place had led them to re-evaluate the practicality and desirability of encouraging pupils to actively to research their school environments. 相似文献
408.
Koo HP Rose A El-Khorazaty MN Yao Q Jenkins RR Anderson KM Davis M Walker LR 《Sex education》2011,11(1):27-46
US adolescents initiate sex at increasingly younger ages, yet few pregnancy prevention interventions for children as young as 10-12 years old have been evaluated. Sixteen Washington, DC schools were randomly assigned to intervention versus control conditions. Beginning in 2001/02 with fifth-grade students and continuing during the sixth grade, students completed pre-intervention and post-intervention surveys each school year. Each year, the intervention included 10-13 classroom sessions related to delaying sexual initiation. Linear hierarchical models compared outcome changes between intervention and control groups by gender over time. Results show the intervention significantly decreased a rise over time in the anticipation of having sex in the next 12 months among intervention boys versus control boys, but it had no other outcome effects. Among girls, the intervention had no significant outcome effects. One exception is that for both genders, compared with control students, intervention students increased their pubertal knowledge. In conclusion, a school-based curriculum to delay sexual involvement among fifth-grade and sixth-grade high-risk youths had limited impact. Additional research is necessary to outline effective interventions, and more intensive, comprehensive interventions may be required to counteract adverse circumstances in students' lives and pervasive influences toward early sex.ClinicalTrials. gov identifier: NCT00341471. 相似文献
409.
Rose M. Marra Fran Arbaugh John Lannin Sandra Abell Mark Ehlert Rena Smith Dominike Merle-Johnson Meredith Park Rogers 《International Journal of Science and Mathematics Education》2011,9(4):793-816
Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success
is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations.
A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In
this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship
between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results
provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing
participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation
characteristics are related to PD outcomes, as well as points to the value of a “balanced” orientation where both content
and pedagogy are addressed in equal parts. 相似文献
410.
3 groups of 12-month-olds were tested for cross-modal and intramodal transfer of information about shape. Infants were given either visual (V) or tactual (T) familiarization and then tested for visual recognition (V-V, T-V) or tactual recognition (T-T, V-T). Transfer was tested after either 15, 30, or 60 sec familiarization. Overall, intramodal transfer was superior to cross-modal transfer. Whereas the V-V condition was easiest of all, the T-T condition proved easier than V-T cross-modal transfer, although it was no more difficult than T-V transfer; cross-modal asymmetries appeared, with T-V easier than V-T. The asymmetry in cross-modal transfer could not be explained by intramodal factors. Possible bases for cross-modal asymmetries were discussed. 相似文献