全文获取类型
收费全文 | 954篇 |
免费 | 13篇 |
专业分类
教育 | 785篇 |
科学研究 | 34篇 |
各国文化 | 4篇 |
体育 | 33篇 |
文化理论 | 3篇 |
信息传播 | 108篇 |
出版年
2022年 | 7篇 |
2021年 | 21篇 |
2020年 | 16篇 |
2019年 | 19篇 |
2018年 | 33篇 |
2017年 | 37篇 |
2016年 | 29篇 |
2015年 | 24篇 |
2014年 | 35篇 |
2013年 | 215篇 |
2012年 | 28篇 |
2011年 | 32篇 |
2010年 | 20篇 |
2009年 | 26篇 |
2008年 | 30篇 |
2007年 | 20篇 |
2006年 | 19篇 |
2005年 | 15篇 |
2004年 | 23篇 |
2003年 | 25篇 |
2002年 | 18篇 |
2001年 | 15篇 |
2000年 | 24篇 |
1999年 | 12篇 |
1998年 | 12篇 |
1997年 | 12篇 |
1996年 | 16篇 |
1995年 | 19篇 |
1994年 | 16篇 |
1993年 | 16篇 |
1992年 | 14篇 |
1991年 | 9篇 |
1990年 | 10篇 |
1989年 | 4篇 |
1988年 | 7篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 11篇 |
1984年 | 11篇 |
1983年 | 6篇 |
1982年 | 8篇 |
1981年 | 9篇 |
1980年 | 8篇 |
1979年 | 3篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1974年 | 2篇 |
1968年 | 1篇 |
排序方式: 共有967条查询结果,搜索用时 0 毫秒
931.
There is a dearth of studies investigating writing readiness in children with Down Syndrome (DS) and limited information on appropriate interventions. This article reports on a study conducted in the Republic of Ireland. An uncontrolled pretest‐posttest design was implemented using writing readiness measures specifically adapted/developed from the literature to collect data on the writing readiness skills of 28 school‐aged children with DS attending mainstream schools in the Republic of Ireland. Teacher/parent perspectives were also gathered during focus groups. The children presented with complex needs in relation to posture, pencil grasp, copying basic shapes, name/letter copying. Teacher and parent reports highlighted the need for collaborative intervention with occupational therapy. Findings from the study support the need for targeted early collaborative syndrome‐specific intervention to support the development of writing readiness in children with DS as an important part of school readiness. Intervention should include adopting a broader emergent literacy approach, teacher education regarding writing readiness and parental involvement in intervention. 相似文献
932.
933.
934.
Sandra R. Shimoff 《Journal of Jewish Education》2013,79(2-4):13-16
An interdisciplinary approach to any body of knowledge necessarily involves a confluence of diverse scholarly interests and distinct areas of expertise. The study of Judaism lends itself precisely to such interdisciplinarity, and is especially appropriate for an undergraduate liberal arts curriculum. 相似文献
935.
936.
Emma Smith Sandra Cooke 《International Journal of Science and Mathematics Education》2011,9(2):303-326
The recruitment and training of scientists is an area of international concern. Much of the research and policy focus around
this issue in the UK has been on how science is taught in schools and in particular on the structure of the school science
curriculum. Much less attention has been devoted to the undergraduate student experience and the trajectory that learners
take which can lead to higher education and into careers as professional scientists and technicians. This paper reports the
findings from a comparative study of the experiences and aspirations of almost 1,000 art and science undergraduates studying
at 6 elite British universities. There is no evidence to suggest that undergraduate scientists are put off a career in the
science, technology, engineering and mathematics field, although theirs is arguably a less positive experience than that of
their peers who study arts subjects. Most science undergraduates have clear career aspirations which are largely linked to
remaining in the field and often involve further study. For many, these aspirations lead them towards the applied sciences
and away from a career in ‘pure’ research or academia. 相似文献
937.
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
938.
939.
940.