全文获取类型
收费全文 | 851篇 |
免费 | 25篇 |
专业分类
教育 | 625篇 |
科学研究 | 26篇 |
各国文化 | 67篇 |
体育 | 48篇 |
文化理论 | 9篇 |
信息传播 | 101篇 |
出版年
2024年 | 3篇 |
2023年 | 7篇 |
2022年 | 19篇 |
2021年 | 15篇 |
2020年 | 40篇 |
2019年 | 43篇 |
2018年 | 54篇 |
2017年 | 70篇 |
2016年 | 50篇 |
2015年 | 29篇 |
2014年 | 50篇 |
2013年 | 199篇 |
2012年 | 26篇 |
2011年 | 24篇 |
2010年 | 27篇 |
2009年 | 23篇 |
2008年 | 15篇 |
2007年 | 23篇 |
2006年 | 14篇 |
2005年 | 13篇 |
2004年 | 10篇 |
2003年 | 8篇 |
2002年 | 12篇 |
2001年 | 6篇 |
2000年 | 6篇 |
1999年 | 9篇 |
1998年 | 12篇 |
1997年 | 7篇 |
1996年 | 2篇 |
1995年 | 10篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 5篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1970年 | 2篇 |
1968年 | 2篇 |
1967年 | 1篇 |
排序方式: 共有876条查询结果,搜索用时 15 毫秒
151.
152.
Petrill S Logan J Hart S Vincent P Thompson L Kovas Y Plomin R 《Journal of learning disabilities》2012,45(4):371-381
The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were longitudinally stable across two measurement occasions. These results suggest that math fluency, although related to other math measures, may also be a genetically distinct dimension of mathematics performance. 相似文献
153.
A Small‐Scale Randomized Efficacy Trial of the Identity Project: Promoting Adolescents’ Ethnic–Racial Identity Exploration and Resolution 下载免费PDF全文
Adriana J. Umaña‐Taylor Sara Douglass Kimberly A. Updegraff Flavio F. Marsiglia 《Child development》2018,89(3):862-870
Adolescents’ ethnic–racial identity (ERI) formation represents an important developmental process that is associated with adjustment. The Identity Project intervention, grounded in developmental theory, was designed to engage adolescents in the ERI processes of exploration and resolution. The current small‐scale efficacy trial involved an ethnic–racially diverse sample of adolescents (N = 215; Mage = 15.02, SD = .68) from eight classrooms that were randomly assigned by classroom to the intervention or attention control group. Differences between conditions in ERI exploration at Time 2 were consistent with desired intervention effects; furthermore, higher levels of ERI exploration at Time 2 predicted increases in ERI resolution at Time 3 only for youth in the treatment condition. Findings provide preliminary evidence of program efficacy. 相似文献
154.
The purpose of this study was to test the directionality of influence between reading comprehension (RC) and print exposure (PE), thereby estimating genetic and environmental effects of this relation. The sample consisted of 910 twins in fourth through ninth grades (Mage = 12.33 years, SD = 1.41) from the Florida Twin Project on Reading, Behavior, and Environment. Using direction-of-causation model in a twin design, results supported a direction of influence running from RC to PE. This relation was underpinned by genetic and environmental factors of RC as well as PE. Implications for reading education are discussed. 相似文献
155.
ABSTRACTWe examined change in test-taking effort over the course of a three-hour, five test, low-stakes testing session. Latent growth modeling results indicated that change in test-taking effort was well-represented by a piecewise growth form, wherein effort increased from test 1 to test 4 and then decreased from test 4 to test 5. There was significant variability in effort for each of the five tests, which could be predicted from examinees’ conscientiousness, agreeableness, mastery approach goal orientation, and whether the examinee “skipped” or attended the initial testing session. The degree to which examinees perceived a particular test as important was related to effort for the difficult, cognitive test but not for less difficult, noncognitive tests. There was significant variability in the rates of change in effort, which could be predicted from examinees’ agreeableness. Interestingly, change in test-taking effort was not related to change in perceived test importance. Implications of these results for assessment practice and directions for future research are discussed. 相似文献
156.
Sara L. McKinnon 《Quarterly Journal of Speech》2013,99(2):178-200
Extending an important rhetorical tradition of investigating women's positioning/positionalities in the national imaginary, in society, and in the law, this essay examines how non-US citizen women and their experiences are deployed toward objectives of the US state. Specifically, I analyze the rhetorical significance of two precedent-setting gender-based asylum cases, those of Fauziya Kassindja and Rody Alvarado, to understand the different ways non-US women are positioned by the state. These cases reveal that women claimants, depending on the nuances of their claims, are incorporated into the state as “good” women, pushed to the margins because their rhetoric is “threatening,” or appropriated by the state because their “otherness” provides an image that the United States can deploy in demonstrating itself as the “good” state that protects and supports women. 相似文献
157.
158.
Scott B. Greenspan Sarah A. Fefer Sara A. Whitcomb Jessica M. Kemp 《Psychology in the schools》2019,56(6):907-927
Physical activity provides a myriad of well‐documented social‐emotional, behavioral, and academic benefits for youth. While research suggests that physical activity should be integrated within the school day to support the well‐being of students, an understanding of related empirical work within school psychology research and practice is unclear. School psychologists are well positioned to systematically incorporate physical activity within their intervention practices, particularly given their role and expertise in implementing and evaluating interventions. Authors engaged in a systematic review of 20 years (1998–2018) of physical activity intervention research within 10 peer‐reviewed school psychology journals and six school psychology‐related journals. Authors analyzed 22 studies to glean a comprehensive understanding of the literature base and highlight the ways in which physical activity can be incorporated to support school and student outcomes. Suggestions for research and practice in school psychology are discussed in light of the examined literature. 相似文献
159.
Research in Science Education - Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the... 相似文献
160.
The domain of environmental protection is comprised from many sub-domains as recycling, conserving water, or reducing the consumption of energy. The attitude–behavior gap is partly explained by the gap between the specificity levels of the particular measured behavior and of its antecedent(s). The present study aimed at assessing the effects of general vs. domain-specific behavior’s proximal antecedents included in the theory of planned behavior (TPB) model (intentions, attitudes towards the behavior, subjective norms, and perceived behavioral control) on performance of specific environmental behaviors (EBs) in five environmental sub-domains. We found that in all of the environmental domains examined, a specifically worded TPB model predicted specific behaviors better than a generally worded TPB model did. However, the magnitude of the improvement varied among behavioral domains and the improvement did not arise from the same TPB elements in every domain. The implications for environmental education and for EB research are discussed. 相似文献