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131.
Recent literature on leadership emphasizes the importance of support systems for individuals occupying prominent roles. This
research examined the support systems of public school principals, comparing male and female and married and unmarried principals.
Specifically, who provided support and the amount and type of support provided were examined. Specific characteristics of
spouses who provide support were also explored. Drawing on surveys of over 170 principals from one southeastern state, the
study found some significant differences and interesting similarities in the type and amount of support provided to male and
female and married and unmarried principals. The findings differed from some of the literature on female principals in terms
of the areas of similarity between males and females. Other findings generally supported the literature on support systems. 相似文献
132.
133.
Sylvia Hurtado M. Kevin Eagan Nolan L. Cabrera Monica H. Lin Julie Park Miguel Lopez 《Research in higher education》2008,49(2):126-152
Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY)
surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science
undergraduate research program during the first year of college. The key predictors of participation in health science research
programs are students’ reliance on peer networks and whether campuses provide structured opportunities for first-year students
even though only 12% of freshmen in the sample engaged in this activity. These experiences are particularly important for
Black students. The findings inform efforts to orient students at an early stage, particularly under-represented minorities,
toward biomedical and behavioral science research careers.
相似文献
Sylvia HurtadoEmail: |
134.
This study was intended to help clarify the nature of dyslexia in Spanish. A sample of 30 children, 8 to 16 years old, participated
in this study. Dyslexic children were compared to two control groups, a chronological age-matched control group and a reading
level-matched control group. Measures included nonword and pseudohomophone reading (phonological procedure), homophone choice
(orthographic procedure), and phonological awareness tasks (syllabic, intrasyllabic, and phonemic level). For each task, accuracy
(error percentage) and performance time were measured. Results showed a deficit in the dyslexic group on all the tasks, which
was more evident when time was considered. With the results consistent with studies in other transparent orthographies such
as Italian and German, speed problems seem to be more evident and relevant than accuracy problems in Spanish dyslexic children.
相似文献
Sylvia DefiorEmail: |
135.
Berninger VW Abbott RD Abbott SP Graham S Richards T 《Journal of learning disabilities》2002,35(1):39-56
Four approaches to the investigation of connections between language by hand and language by eye are described and illustrated with studies from a decade-long research program. In the first approach, multigroup structural equation modeling is applied to reading and writing measures given to typically developing writers to examine unidirectional and bidirectional relationships between specific components of the reading and writing systems. In the second approach, structural equation modeling is applied to a multivariate set of language measures given to children and adults with reading and writing disabilities to examine how the same set of language processes is orchestrated differently to accomplish specific reading or writing goals, and correlations between factors are evaluated to examine the level at which the language-by-hand system and the language-by-eye system communicate most easily. In the third approach, mode of instruction and mode of response are systematically varied in evaluating effectiveness of treating reading disability with and without a writing component. In the fourth approach, functional brain imaging is used to investigate residual spelling problems in students whose problems with word decoding have been remediated. The four approaches support a model in which language by hand and language by eye are separate systems that interact in predictable ways. 相似文献
136.
137.
This paper examines the effects of a handicapped child on normal siblings. The complexities of family networks are explored in terms of Farber's (1975) model of arrest of the family cycle. Major sibling studies undertaken since the early sixties are reviewed, and methodological short‐ comings discussed in relation to future research needs. The possibility of identifying both siblings “at risk” and characteristics of adequately coping families is canvassed. Currently available research findings are interpreted in terms of their implications for professionals working with handicapped children and their families. 相似文献
138.
American college students tend to be viewed in terms of inputs and outcomes, due in part to the assessment movement and long-standing interest in college impact. A more complete view is one in which the relationship between students and the college environment is both reciprocal and dynamic. This ecological perspective portrays students as actively shaping their educational environments, with these environments simultaneously providing the potential for transforming the individual. Data from the Cooperative Institutional Research Program (CIRP) are used to explore the ecological perspective. 相似文献
139.
140.
This paper reports a qualitative case study of four preservice student teachers’ professional learning experiences in an international
field experience programme situated in the language and cultural immersion component of a PGDE(Primary) Programme in Hong
Kong. Two of the student teachers undertook the international field experience in Australia and Canada. The other two had
their “non-local” field experience in mainland China1. The findings reveal student teachers' development in personal and intercultural
competence in cross-cultural experiences. Their professional learning experiences in the action context, socio-professional
context, and supervisory context of the cross-cultural school settings, and their reflection upon these experiences constituted
the development of their professional competence. Suggestions for improvement of the international field experience programme
and implications for future research are discussed. 相似文献