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921.
Kristy S. Cooper Randi N. Stanulis Susan K. Brondyk Erica R. Hamilton Michael Macaluso Jessica A. Meier 《Journal of Educational Change》2016,17(1):85-113
This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement. 相似文献
922.
Reading aloud to children is considered one of the most highly effective strategies for fostering a range of literacy skills, both at home and within contemporary classrooms. However, little is known about teachers' attitudes toward reading aloud, their self‐reported frequency of engagement in the practice and what may pose as contemporary barriers to the practice. The 2016 Western Australian Study in Reading Aloud (WASRA) collected data from over 100 teachers at 14 Australian schools. The WASRA reveals tensions in translating reading aloud practices into daily practice due to reported lack of time and high curriculum demands. The findings suggest that primary school teachers typically enjoy reading aloud to children, though fewer enjoyed reading themselves. Recommendations are provided to address time and curriculum demands purported as being inhibitors of daily reading practices. These recommendations go some way to help mitigate against literacy inequities within our primary classrooms and in so doing encourage provision of daily reading opportunities for teachers and reading aloud practices. 相似文献
923.
Susan A. Nolan Kristi A. Pace Richard J. Iannelli Thomas V. Palma Gail P. Pakalns 《Journal of College Counseling》2006,9(2):167-170
The authors describe a simple, cost‐effective, and empirically supported program to increase faculty referrals of students to counseling centers (CCs). Incoming faculty members at 3 universities received a mailing and personal telephone call from a CC staff member. Faculty assigned to the outreach program had greater knowledge of and rates of referral to CCs than did faculty who received only standard information at faculty orientation. Recommendations for the implementation of this program are discussed. 相似文献
924.
Laura Scholes Jo Lunn Brownlee Susan Walker Eva Johansson Veronica Lawson Julia Mascadri 《International Journal of Inclusive Education》2017,21(5):507-520
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participated in epistemic beliefs and moral reasoning tasks in the first year of a three-year longitudinal study. Findings showed that while children described objectivist epistemic beliefs (right/wrong answers) about social inclusion, their justifications revealed an unexpected, more complex set of epistemic beliefs. Implications for moral pedagogies are discussed. 相似文献
925.
Bopardikar Anushree Bernstein Debra Drayton Brian McKenney Susan 《Research in Science Education》2020,50(4):1251-1279
Research in Science Education - Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including... 相似文献
926.
Evelyn Cecile Bowtell Rosalie Aroni Julie Green Susan M. Sawyer 《International Journal of Inclusive Education》2018,22(2):176-191
Schools in Australia are required to promote equitable access to education and provide support services to students with chronic health conditions (CHCs). This qualitative study was conducted to explore stakeholders’ experiences and perceptions regarding school-based support. In-depth interviews were conducted with 38 parents of upper secondary school students with cystic fibrosis, anorexia nervosa or cancer (which were illustrative of different types of severe congenital, mental health or somatic CHCs). This enabled comparison of findings to determine whether there were any patterns in perceptions and experiences that were tied to the different CHCs. Data were analysed using a modified grounded theory approach to identify themes. Even though analysis indicated that all cohorts of parents viewed informed educators as best placed to provide tailored school-based support, major cohort differences were reported in parental experiences of school-based support as well as parental diagnosis disclosure behaviour. This latter finding was associated with cohort-related perceptions of risk to their adolescent child. Barriers to school-based support were perceived as varying by condition, the advocacy experience of parents and the nature of health service supports. Taking these findings into account, modification of current policies and practices within education and health sectors may lead to more equitable educational outcomes. 相似文献
927.
The School of Medicine at the Medical College of Virginia Campus of Virginia Commonwealth University examined the 2005/2006 medical school curriculum to ensure that students were prepared to meet the informatics objectives put forward by the AAMC Medical School Objectives Project published in 1998. The AAMC Medical Informatics Objectives Survey, issued in 2005, led the VCU School of Medicine to investigate the points of integration between informatics objectives and course syllabi for the first three years of the medical school curriculum. This analysis raised awareness of the informatics objectives with SOM faculty and staff and showed that more than 74% of the informatics objectives have been integrated into the curriculum. 相似文献
928.
Isaac S 《Health information and libraries journal》2007,24(1):50-57
PURPOSE: To examine the experience of studying for an National Vocational Qualification (NVQ) by past and present candidates in the library and information science sector, their reasons for choosing this qualification and its impact on completion. METHODOLOGY: Following a review of the literature, a number of NVQ candidates were interviewed using a semi-structured questionnaire. Candidates were contacted via e-mail through NVQ Centres and the LondonLinks e-mail list. There is a focus on health libraries as the flexibility and work-based nature of NVQs enable more staff to access training and education in this sector, despite the not uncommon low levels of staffing. RESULTS: NVQ Centres have gained experience since NVQs were launched 10 years ago. More support is offered to candidates and a number of issues such as isolation, are no longer a problem. An interesting result was the high number of candidates who had gone on to higher education following the completion of an NVQ. CONCLUSIONS: The NVQ is a useful method of providing staff with an opportunity to gain a recognized qualification. A significant number of candidates reported that the NVQ was ultimately a positive experience that improved their working practices. It can be an important first step for non-professional staff, but the future remains uncertain. 相似文献
929.
930.
Cannon JE Easterbrooks SR Gagné P Beal-Alvarez J 《Journal of deaf studies and deaf education》2011,16(4):437-457
The purpose of this study was to determine if the frequent use of a targeted, computer software grammar instruction program, used as an individualized classroom activity, would influence the comprehension of morphosyntax structures (determiners, tense, and complementizers) in deaf/hard-of-hearing (DHH) participants who use American Sign Language (ASL). Twenty-six students from an urban day school for the deaf participated in this study. Two hierarchical linear modeling growth curve analyses showed that the influence of LanguageLinks: Syntax Assessment and Intervention (LL) resulted in statistically significant gains in participants' comprehension of morphosyntax structures. Two dependent t tests revealed statistically significant results between the pre- and postintervention assessments on the Diagnostic Evaluation of Language Variation-Norm Referenced. The daily use of LL increased the morphosyntax comprehension of the participants in this study and may be a promising practice for DHH students who use ASL. 相似文献