全文获取类型
收费全文 | 748篇 |
免费 | 21篇 |
专业分类
教育 | 620篇 |
科学研究 | 21篇 |
各国文化 | 6篇 |
体育 | 25篇 |
文化理论 | 3篇 |
信息传播 | 94篇 |
出版年
2024年 | 1篇 |
2023年 | 11篇 |
2022年 | 11篇 |
2021年 | 19篇 |
2020年 | 26篇 |
2019年 | 44篇 |
2018年 | 56篇 |
2017年 | 64篇 |
2016年 | 41篇 |
2015年 | 30篇 |
2014年 | 38篇 |
2013年 | 139篇 |
2012年 | 31篇 |
2011年 | 31篇 |
2010年 | 18篇 |
2009年 | 21篇 |
2008年 | 27篇 |
2007年 | 15篇 |
2006年 | 18篇 |
2005年 | 11篇 |
2004年 | 14篇 |
2003年 | 10篇 |
2002年 | 8篇 |
2001年 | 15篇 |
2000年 | 8篇 |
1999年 | 2篇 |
1997年 | 10篇 |
1996年 | 6篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1989年 | 3篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1983年 | 7篇 |
1982年 | 10篇 |
1981年 | 3篇 |
1980年 | 8篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有769条查询结果,搜索用时 9 毫秒
61.
Becoming a social partner with peers: cooperation and social understanding in one- and two-year-olds
One- and two-year-old peer dyads were presented with a simple cooperative task. Age differences were found in amount of coordinated activity, monitoring the peer's activity and location in relation to the goal, and attempting to achieve the goal when the peer was (or was not) available as a partner. One-year-olds' coordinated actions appeared more coincidental than cooperative whereas older children appeared to be more actively cooperating toward a shared goal. Differences in coordinated activity with peers were associated with differences in attention sharing with an adult and with language about self and other. The ability to cooperate with peers, becoming a true social partner, develops over the 2nd and 3rd years of life in concert with growing social understanding. 相似文献
62.
Cheryll Duquette Emma Stodel Stephanie Fullarton Karras Hagglund 《International Journal of Inclusive Education》2013,17(5-6):571-591
The purpose of this study was to examine persistence in school among students with Foetal Alcohol Spectrum Disorder (FASD) from the perspectives of the students themselves and their parents. Tinto’s (1975, 1997) Student Integration Model (SIM) provided the theoretical framework for this research. This model involves an interplay between (1) background characteristics and attributes affecting the level of goal commitment, (2) level of academic integration, and (3) level of social integration into the institution that determine whether or not a student will graduate. The findings showed limited support for Tinto’s SIM and that parental advocacy is strongly linked with persistence among adolescents with FASD. A new model showing the parents’ role in encouraging persistence through their actions at home and advocacy at the schools is presented. 相似文献
63.
Stephanie Holmes Adrienne Redmond Julie Thomas Karen High 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):137-150
Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls’ interests in and attitudes towards science and mathematics. This study sought to correlate middle school girls’ overall confidence in science and mathematics with a year-long, afterschool mentoring program led by female engineering students from a local university. The results demonstrated that there was a significant correlation between the quality of the mentoring relationship and the girls’ confidence in mathematics. The relationship between female role models and young girls’ attitudes toward science and mathematics is discussed. 相似文献
64.
65.
Counteracting Summer Slide: Social Capital Resources Within Socioeconomically Disadvantaged Families
Stephanie L. Slates Doris R. Entwisle Linda S. Olson 《Journal of Education for Students Placed at Risk》2013,18(3):165-185
Research on summer learning has shown that children from a higher socioeconomic status (SES) continue to learn during the summer months of elementary school, but lower-SES students tend to stagnate or lose ground. However, not all low-SES students experience summer learning loss. Drawing on the Beginning School Study (BSS), a longitudinal study of a random sample of Baltimore public school students who began first grade in 1982, this article identifies a small sample of low-SES students who gained as much as their higher-SES peers in reading or math during at least three of the four summers of elementary school. Drawing on Coleman and Hoffer's (1987) theory of within-family social capital, we identify parental characteristics and practices that set these low-SES exceptional summer learners (ESLs) apart from their low-SES peers, who evidence the more typical pattern of summer slide. 相似文献
66.
Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed. 相似文献
67.
Christine Li Grining C. Cybele Raver Kina Champion Latriese Sardin Molly Metzger Stephanie M. Jones 《Early education and development》2013,24(1):65-94
Research Findings: This article reports on two studies. Study 1 considered ways in which Head Start teachers' (n = 90) psychosocial stressors are related to teachers' ability to maintain a positive classroom emotional climate and effective behavior management in preschool classrooms. Study 2 tested the hypothesis that among teachers randomly assigned to a treatment condition (n = 48), psychosocial stressors serve as important predictors of their use of an intervention designed to improve classroom emotional climate and behavior management. Practice or Policy: Findings from Study 1 were mixed; notably, teachers' personal stressors were moderately predictive of lower use of effective strategies of behavior management in the classroom. Findings from Study 2 suggest that psychosocial stressors are not a barrier to teachers' use of intervention services. Contrary to our expectations, teachers reporting more stressors attended more training sessions than did teachers reporting fewer stressors. Teachers reporting higher levels of stress availed themselves of less support from mental health consultants during classroom consultation visits offered to treatment group classrooms as part of the intervention. 相似文献
68.
69.
ABSTRACT
Background and Context
Sports and technology are often pitted as being at odds with one another. While there are several educational activities that make reference to sports we seldom see sports used as an authentic context for learning computing. 相似文献70.
Robert McNergney Stephanie Hinson 《Educational technology research and development : ETR & D》1985,33(3):179-183
This paper describes a computer-based method of diagnosing supervisors’ abilities to make professional decisions, with supervisors
being defined as principals, staff developers, and /or curriculum coordinators in elementary or secondary schools. The diagnostic
approach-Teacher Development Decision Exercises or TeDDEx-was designed to simulate the assessment of supervisors’ abilities
to use their professional knowledge to solve problems encountered with teachers in the field. Preactive or planning decisions
were the focus of the exercises. 相似文献