全文获取类型
收费全文 | 1648篇 |
免费 | 47篇 |
国内免费 | 1篇 |
专业分类
教育 | 1283篇 |
科学研究 | 40篇 |
各国文化 | 25篇 |
体育 | 111篇 |
文化理论 | 13篇 |
信息传播 | 224篇 |
出版年
2024年 | 3篇 |
2023年 | 28篇 |
2022年 | 25篇 |
2021年 | 50篇 |
2020年 | 61篇 |
2019年 | 99篇 |
2018年 | 141篇 |
2017年 | 143篇 |
2016年 | 111篇 |
2015年 | 70篇 |
2014年 | 91篇 |
2013年 | 347篇 |
2012年 | 68篇 |
2011年 | 48篇 |
2010年 | 38篇 |
2009年 | 45篇 |
2008年 | 44篇 |
2007年 | 29篇 |
2006年 | 29篇 |
2005年 | 30篇 |
2004年 | 21篇 |
2003年 | 26篇 |
2002年 | 13篇 |
2001年 | 8篇 |
2000年 | 9篇 |
1999年 | 9篇 |
1998年 | 9篇 |
1997年 | 14篇 |
1996年 | 6篇 |
1995年 | 7篇 |
1993年 | 8篇 |
1992年 | 7篇 |
1991年 | 6篇 |
1990年 | 5篇 |
1989年 | 2篇 |
1988年 | 5篇 |
1986年 | 3篇 |
1983年 | 5篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1970年 | 2篇 |
1967年 | 3篇 |
1965年 | 1篇 |
1930年 | 1篇 |
1929年 | 1篇 |
1921年 | 1篇 |
排序方式: 共有1696条查询结果,搜索用时 15 毫秒
941.
Sarah Nixon Simon Brooman Becky Murphy Damien Fearon 《Assessment & Evaluation in Higher Education》2017,42(5):812-822
This article examines the outcomes of a study across four discipline areas in order to develop course-based assessment strategies in closer cooperation with students. Second-year students (n = 48) from different disciplines were engaged in two phases of activity-orientated workshops. Phase 1 sought their perceptions of feedback. Phase 2 saw students design a proposed strategy to present to the respective staff teams. We discuss the emerging themes which appeared to be very similar amongst this diverse cross section of students: a lack of faith in marking consistency; the need for clear guidelines and criteria; the greater use of positive feedback language; and a close association with tutors. The emergence of strategies specific to each course is discussed, along with the alignment of the outcomes of this approach with pedagogic knowledge. It is suggested that enhanced dialogue enabled staff and students to develop a common understanding, and gave impetus to improving assessment feedback practices. Outcomes recommended here include changes to practice such as a team approach to feedback development, the content and style of feedback, developing the usefulness of feedback for future work and the need for teams to periodically revisit staff development in this area. 相似文献
942.
Reading fluency is a critical yet commonly neglected component of early reading instruction. For the large percentage of English language learners (ELLs) who are struggling with or at risk for reading difficulties, there is insufficient research available to help educators implement time‐efficient interventions with these students. Using an experimental design common in field‐based research, the purpose of this study was to evaluate the differential effects of a one‐on‐one (1/1) and small‐group (SG) reading fluency intervention, both implemented with Spanish‐speaking ELLs. Using three forms of data‐analytic strategies (visual analysis, standard error of measurement, and randomization tests), results showed that nearly all students benefitted from the 1/1 intervention, and two students clearly benefitted from the SG intervention. Standardized reading assessments also demonstrated the positive impact of students receiving the interventions. Implications of these findings are primarily discussed with respect to school‐based practice. © 2011 Wiley Periodicals, Inc. 相似文献
943.
Objectives
The Convention on the Rights of the Child (CRC) was ratified by Saudi Arabia 15 years ago; yet addressing the issue of child maltreatment only began in more recent years. School professionals play a significant role in children's lives, as they spend a great deal of time with them and are hence essential to protecting and identifying those in danger or at risk. The objective of this study is to identify school professional's awareness of child maltreatment and the existing national policies and procedures to examine the extent of efforts made in Saudi Arabia and to activate the roles of schools and school professionals in protecting children from violence and implementation of Article 19 of the CRC.Methods
This was a cross-sectional study, where school professionals from randomly selected schools throughout the country were invited to participate in a self-administered questionnaire.Results
A total of 3,777 school professionals participated in the study. Fifty-five percent of professionals had at least 10 years of work experience. A low-level of awareness of child maltreatment was found in about 1/3 of school professionals. Only 1.9% of school professionals had ever attended any sort of specific training on child maltreatment, though 69.3% of those who had not, were willing to attend future training. With regards to awareness of CRC Article 19 or policies and procedures addressing child maltreatment, only 22% reported being aware of it.Conclusion
The majority of school professionals in Saudi Arabia have a low-intermediate level of awareness of child maltreatment, ratification of CRC, and related national policies and procedures, yet most are willing to attend training programs on this subject matter. Efforts need to be made in the country to fill this gap. 相似文献944.
Purpose
Empirical research regarding potential risks and benefits of children's participation in the legal system generally, and in the child dependency legal system in particular, is sparse and mostly characterized by small studies without comparison groups. The current study was designed to address the following questions regarding children's participation in dependency court hearings: (1) Is attending court harmful to children? (2) Is attending court beneficial to children? (3) Is judicial behavior with the child in the courtroom related to potential harms or benefits? and (4) Are there age differences in children's reactions?Method
The authors measured children's reactions to attending dependency review hearings (n = 43) and compared them to a sample of children who did not attend their hearings (n = 50). One to 2 weeks following review hearings, both groups of children were interviewed about their reactions to the court process.Results
Children who attended their hearings reported more positive feelings about the dependency process (e.g., trust in judge, perceived fairness, and more comfort with their guardians ad litem and caseworkers). For children who attended, there was no evidence of high distress immediately preceding or following their hearings. Court observations revealed that more active engagement by judges was related to positive responses from the children. Most children, including both children who attended hearings and those who did not, believed that all children should be able to attend their hearings.Conclusion
Overall, the findings suggest that policies encouraging children's attendance at dependency hearings are viewed positively by and not harmful to children. 相似文献945.
The 1973 Raising of the School Leaving Age from 15 to 16 has been used to identify returns to years’ schooling. However, because the first set of “high stakes” exams are taken in the UK at age 16, the reform affected the proportion with qualifications, as well as schooling length. In order to shed light on whether the returns reflect the extra length of schooling or the increase in qualifications, we exploit another institutional rule – the Easter Leaving Rule – which we argue only affected the probability of obtaining qualifications (and not the length of schooling). We find sizeable returns to academic qualifications – increasing the probability of employment by 40% points – and our results suggest that qualifications drive most of the returns to education. 相似文献
946.
Family rearing antecedents of pubertal timing 总被引:5,自引:2,他引:3
Belsky J Steinberg LD Houts RM Friedman SL DeHart G Cauffman E Roisman GI Halpern-Felsher BL Susman E;NICHD Early Child Care Research Network 《Child development》2007,78(4):1302-1321
Two general evolutionary hypotheses were tested on 756 White children (397 girls) studied longitudinally: (1) rearing experiences would predict pubertal timing; and (2) children would prove differentially susceptible to rearing. Analysis of pubertal measurements, including some based on repeated physical assessments, showed that mothering and fathering, earlier and later in childhood, predicted pubertal development, but only for girls, with negative parenting appearing most influential; maternal harsh control predicted earlier menarche. Rearing effects varied by infant negative emotionality, proving stronger (and opposite) for girls who in infancy were lower rather than higher in negativity. Maternal menarche, controlled in all analyses, was a stronger predictor than rearing. Findings are discussed in terms of theory development, genetic and nutritional influences, and sample restrictions. 相似文献
947.
948.
Despite explicit focus on addressing gender inequality in educational settings in Australia, without challenging gender binarism, inequality will persist. This article demonstrates the everyday and implicit means through which hierarchical gender binaries continue to be perpetuated. Observational fieldwork undertaken in three Australian early childhood settings with 13 members of staff and 53 children (ages 2–6) demonstrates how bi-gendered language, as well as wider discourses and practices, are being engaged in these settings. The data indicate that gender binarism continues to be (re)constructed and reinforced through subtle, but omnirelevant, invocations of gender. This happens in the constant categorisation and addressing of children by attributed gender alongside the hierarchisation of gendered attributes, and the sanctioned performativity of bi-gendered heteronormativity in play situations. This demonstrates how children continue to be encouraged into binary gendered practices in their most formative years and that this will, in turn, perpetuate gender inequalities. 相似文献
949.
Natalie L. Shaheen Sarah Lohnes Watulak 《Journal of Research on Technology in Education》2019,51(2):187-201
This article presents a review of the literature, pertaining to technology accessibility in K–12 schools in the United States, in order to bring technology accessibility into conversations about equity in instructional technology with the goal of ensuring that disabled learners have equal access to the technology-enhanced learning opportunities that are an increasingly integral part of K–12 education. The findings of the review indicate that despite long-standing federal and state accessibility mandates, inaccessible technologies abound in K–12, denying disabled learners equal access to education. We conclude that technology accessibility is an equity concern that must be prioritized in instructional technology discourse, research, and practice to begin addressing the inequality that disabled learners face in technology-enhanced K–12 learning environments. (Keywords: instructional technology, equity, disability, accessibility, K–12, education) 相似文献
950.
Emma Roellke Monica Raiss Sarah King Jennie Lytel-Sternberg Debra M. Zeifman 《Parenting, science and practice》2019,19(1-2):39-55
SYNOPSISObjective. Lower baseline testosterone (T) among men is generally associated with more sympathetic and nurturant responses to infant stimuli. The effect of exposure to infant crying on men’s levels of T, however, is not well understood. The present study aimed to measure men’s T responses to high and low levels of infant crying. Design. Changes in fathers’ (n = 18) and non-fathers’ (n = 28) salivary T levels from baseline were measured in response to caring for an infant simulator programmed to cry often (high-demand condition) or infrequently (low-demand condition) during a 20-min caregiving simulation. Results. Men exposed to low-demand conditions exhibited significant T reductions from baseline, whereas men in high-demand conditions exhibited increases in T. Compared to men who displayed decreases in T following the caregiving simulation, men who displayed increases in T provided less sensitive care. Conclusions. Results suggest a potential role of high levels of crying in provoking physiological reactions among men that may set the stage for hostile or aggressive responses. More research is needed to illuminate contextual factors that contribute to men’s variable responses to infant crying. 相似文献