全文获取类型
收费全文 | 776篇 |
免费 | 25篇 |
专业分类
教育 | 582篇 |
科学研究 | 27篇 |
各国文化 | 13篇 |
体育 | 72篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 99篇 |
出版年
2023年 | 6篇 |
2022年 | 11篇 |
2021年 | 13篇 |
2020年 | 36篇 |
2019年 | 38篇 |
2018年 | 54篇 |
2017年 | 55篇 |
2016年 | 55篇 |
2015年 | 31篇 |
2014年 | 34篇 |
2013年 | 191篇 |
2012年 | 20篇 |
2011年 | 24篇 |
2010年 | 17篇 |
2009年 | 20篇 |
2008年 | 21篇 |
2007年 | 19篇 |
2006年 | 11篇 |
2005年 | 6篇 |
2004年 | 7篇 |
2003年 | 7篇 |
2002年 | 11篇 |
2001年 | 12篇 |
2000年 | 10篇 |
1999年 | 6篇 |
1998年 | 10篇 |
1997年 | 6篇 |
1996年 | 6篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1989年 | 7篇 |
1988年 | 3篇 |
1986年 | 5篇 |
1985年 | 3篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1978年 | 2篇 |
1976年 | 3篇 |
1974年 | 3篇 |
1968年 | 2篇 |
1966年 | 2篇 |
1965年 | 1篇 |
1938年 | 1篇 |
1937年 | 1篇 |
1860年 | 1篇 |
1859年 | 1篇 |
排序方式: 共有801条查询结果,搜索用时 15 毫秒
31.
Sara Prewett Daryl F. Mellard Donald D. Deshler Justin Allen Ryan Alexander Amelia Stern 《Learning disabilities research & practice》2012,27(3):136-147
Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions. 相似文献
32.
33.
34.
35.
36.
Ryan Litsey Susan Hidalgo Kaley Daniel Julie Barnett Amy Kim Shannon Jones 《Journal Of Access Services》2015,12(1-2):31-41
The academic library, given its often privileged position on campus, is the information source that can include directional as well as general campus facts among the myriad of print and e-resources for reference. Also, an academic library's audiences can be quite varied and include prospective students or parents seeking more general knowledge of the building and the campus. Many times this need for information drives patrons to the library service desks. Sometimes, especially during the high-demand seasons of new student orientation and beginning of the fall semesters, the desk is so busy that many patrons will leave because they don't have the time to wait. To address this immediate need for information, Texas Tech University Libraries developed an interactive kiosk to provide general information for frequently asked questions in a more efficient, creative, and interactive way. The kiosk provides a fun method of satisfying a patron's information needs without the requirement of a staff member or the need to wait in line for help. The kiosk is available as long as the Library is open and provides a variety of useful answers to general questions, as well as facts about the Library. 相似文献
37.
Using a sample of 348 middle school students, we gathered evidence regarding the internal consistency of scores, as well as the internal factor structure and convergent validity evidence for inferences from a self‐report questionnaire called the Self‐Regulation Strategy Inventory–Self Report. Confirmatory factor analysis revealed that the fit indexes for a hierarchical model (composite, three factors) and a single‐level, three‐factor model were highly similar but mixed. Respecification of the hierarchical model based on conceptual overlap of items led to substantial improvement in the overall fit of the model, as indicated by the root mean square error of approximation, chi‐square/df, and the comparative fit index. Correlational analyses also provided strong convergent validity evidence, as the three subscales exhibited statistically significant relations with four motivation beliefs (i.e., self‐efficacy, perceived instrumentality, task interest, perceived responsibility) and two distinct markers of regulation‐related behaviors (i.e., teacher ratings, office discipline referrals). 相似文献
38.
39.
40.
Andersson Annica Ryan Ulrika Herbel-Eisenmann Beth Huru Hilja Lisa Wagner David 《Educational Studies in Mathematics》2022,111(2):323-343
Educational Studies in Mathematics - Public media both reflects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for... 相似文献