全文获取类型
收费全文 | 886篇 |
免费 | 15篇 |
国内免费 | 1篇 |
专业分类
教育 | 626篇 |
科学研究 | 26篇 |
各国文化 | 92篇 |
体育 | 69篇 |
文化理论 | 10篇 |
信息传播 | 79篇 |
出版年
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 7篇 |
2020年 | 21篇 |
2019年 | 28篇 |
2018年 | 31篇 |
2017年 | 31篇 |
2016年 | 31篇 |
2015年 | 19篇 |
2014年 | 36篇 |
2013年 | 230篇 |
2012年 | 23篇 |
2011年 | 29篇 |
2010年 | 25篇 |
2009年 | 19篇 |
2008年 | 27篇 |
2007年 | 35篇 |
2006年 | 20篇 |
2005年 | 14篇 |
2004年 | 23篇 |
2003年 | 20篇 |
2002年 | 17篇 |
2001年 | 9篇 |
2000年 | 7篇 |
1999年 | 11篇 |
1998年 | 6篇 |
1997年 | 11篇 |
1996年 | 9篇 |
1995年 | 7篇 |
1994年 | 12篇 |
1993年 | 8篇 |
1992年 | 3篇 |
1991年 | 6篇 |
1990年 | 6篇 |
1989年 | 5篇 |
1988年 | 5篇 |
1987年 | 5篇 |
1986年 | 9篇 |
1985年 | 5篇 |
1983年 | 8篇 |
1982年 | 9篇 |
1980年 | 11篇 |
1979年 | 8篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1973年 | 3篇 |
1972年 | 3篇 |
1970年 | 3篇 |
1969年 | 5篇 |
1940年 | 2篇 |
排序方式: 共有902条查询结果,搜索用时 15 毫秒
101.
103.
Differences in College Access and Choice Among Racial/Ethnic Groups: Identifying Continuing Barriers
Hurtado Sylvia Inkelas Karen Kurotsuchi Briggs Charlotte Rhee Byung-Shik 《Research in higher education》1997,38(1):43-75
This study focuses on the college application behaviors of students from various racial/ethnic groups in order to understand differences in access and college choice. Student characteristics, predispositions, academic abilities, and income levels were taken into account in our analyses. We analyzed data from the National Education Longitudinal Study (NELS) and the Beginning Postsecondary Student Longitudinal Study (BPS) and found significant group differences in preparation behaviors, college application behavior (number of colleges to which students applied), and attendance at their first choice of institution. The results of this study call attention to the need for campuses to evaluate the potential effects of policy decisions that may impact student choice for different populations of students. 相似文献
104.
Jan Bijstra Sandy Jackson Paul van Geert 《European Journal of Psychology of Education - EJPE》1991,6(3):291-301
One of the fundamental problems in socio-cognitive conflict theory concerns what it is that leads to cognitive growth. Is it conflict per se, i.e. the fact that two contradictory opinions are brought together, or is it the presence of the correct answer which is essential for growth. In this experiment, dyads, functioning on the same cognitive level, were formed and asked to solve a conservation-of-length task. The classification of the children in the pre-test was not done according to Piagetian norms, but according to Flavell’s appearance-reality (AR) model: AR non-conservers (AR-NC), AR intermediates (AR-I) and AR conservers (AR-C). Many children who would have been scored as non-conservers in a standard Piagetian task, showed an underlying conservation competence and were classified as AR-I. The results of the interaction suggest that conflict does not lead to appropriate change in AR-NC dyads or AR-I dyads. Furthermore, the results suggest that the most effective method for AR-I to become conservers, is to make them think about a problem and then, to create consensus by confronting the children with others who have also reached the correct solution. 相似文献
105.
Jackson SL 《Child abuse & neglect》2004,28(4):411-421
OBJECTIVE: Child Advocacy Centers (CACs) are designed to improve the community collaborative response to child sexual abuse and the criminal justice processing of child sexual abuse cases. CACs, in existence for 16 years, now have standards for membership developed by the National Children's Alliance (NCA) that include nine core components. And yet no systematic examination of the CAC model exists. The purpose of this paper was to assess the variations within these core components as they exist in the field. METHOD: Using a stratified random sampling design, 117 CAC directors were interviewed using a semi-structured interview that was based on the NCA's standards for membership. The eight core components of the CAC model examined in this study include: a child-friendly facility, a multidisciplinary team, an investigative child interview, a medical examination of the child, provision of mental health services, victim advocacy, case review, and case tracking. RESULTS: Results reveal the CAC model has been widely adopted by both member and nonmember centers, although variations in implementation exist. CONCLUSIONS: Future developments in the CAC model must include evaluation of the model. 相似文献
106.
107.
G. Tanner Jackson Katherine E. Castellano Debra Brockway Blair Lehman 《Journal of Research on Technology in Education》2018,50(3):226-240
Open-ended, short-answer questions, referred to as constructed responses (CR), allow students to express knowledge and skills through their own words. While CRs can reduce the likelihood of guessing correct answers, they also enable students to provide errant responses due to a lack of knowledge or a misunderstanding of the question. Conversation-based assessments (CBAs) require constructing responses to open-ended prompts (similar to CRs), but also leverage natural-language processing to provide adaptive follow-up prompts that target particular information. This work describes an investigation into potential benefits of CBAs as they are compared to a CR approach. Results from 632 middle schoolers indicate that, when compared to CRs, the CBA items allowed 41% of students to provide a more complete response and improve their score. 相似文献
108.
109.
110.
Sylvia Pantaleo 《Early Childhood Education Journal》2007,34(6):439-447
Mercer, N. (1995) coined the term interthinking to link the cognitive and social functions of group talk. Essentially, interthinking
means using talk to think collectively, to engage with others’ ideas through oral language. In this article I share four excerpts
from small group interactive read-aloud sessions that were conducted with Grade 1 children, and examine the nature of the
interthinking that occurred during these discussions of picture books with Radical Change characteristics (Dresang, E. 1999).
I examine the types of discourse that occurred during these read-aloud sessions and some of the techniques I used to guide
the children in their construction of knowledge of these contemporary picture books. 相似文献