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51.
52.
Nathan C. D. Perron Toni Tollerud Teresa A. Fisher 《International journal for the advancement of counseling》2016,38(2):159-176
Research has shown an increase in the study and discussion of international counseling throughout the past decade in the mental health domain. The counseling profession continues to take steps to address the lack of access to and the quality of counseling support throughout the world. A Q-sort methodology was utilized in order to capture an understanding of what might be identified as the most important traits for counselors to consider when counseling in international settings. A uniquely constructed Q-sort model developed from a careful review of the literature resulted in 35 items that were evaluated by 43 participants in two phases of analysis. The results from the Q-sort led to fuller consideration of the 12 counseling traits ranked highest. Three core themes that emerged from the data included: valuing people, personal character, and multicultural intentionality. Discussion about the highest ranked traits and core themes provides consideration of research implications and future studies in international counseling as a whole. 相似文献
53.
Children's Literature in Education - This study explores the potential of illustrated barcodes of picturebooks in the educational context. The study reviews the modification by artists of... 相似文献
54.
Teresa K. Aslanian 《Educational Philosophy and Theory》2018,50(4):417-427
A growing body of research incorporates children’s perspectives into the research process. If we are to take children’s perspectives seriously in education research, research methodologies must be capable of addressing issues that matter to children. This article engages in a theoretical discussion that considers how a posthuman research methodology can support such an effort. Piaget’s early and lesser known qualitative studies on children’s conception of the world are re-read along with Karen Barad’s posthuman theory, using Catherine Malabou’s concept of plasticity. Through a plastic reading of Piaget and Barad, I consider how a posthuman theoretical framework might contribute to research seeking to access children’s perspectives. Before concluding, I reflect on some ethical concerns regarding posthuman research in education. 相似文献
55.
An intervention study was conducted toinvestigate whether children with Down syndrome(DS) would benefit from an `analytic' approachto reading instruction, which encompassedexplicit training in phonological awareness.Participants were seven English-speakingchildren with DS aged 8;6 (years;months) to11;1, who demonstrated little or nononword-reading ability prior to intervention.The children received weekly instruction (forsix weeks) in reading aloud 30 regularly speltmonosyllables (e.g., ten, bake) using an`analytic' approach, in which words werelearned by combining onsets with rimes (fourchildren), or a `whole-word' approach (threechildren). Participants' oral reading wasassessed pre- and post-intervention using areading test comprising the 30 trained wordsand 30 untrained (generalisation) words. Mostchildren (six out of seven) read more trainingwords correctly after intervention than before,with significant improvement shown by fourchildren (two trained analytically, and twotrained with whole words). More importantly,reading of generalisation words improvedsignificantly in only three children, all ofwhom had received analytic training. It wasconcluded that children with DS benefit from ananalytic approach to reading instruction, eventhough their auditory-verbal memory (assessedusing digit span) is poor. 相似文献
56.
E. Mark Mahone Teresa L. Miller Christine W. Koth Stewart H. Mostofsky Melissa C. Goldberg Martha B. Denckla 《Psychology in the schools》2003,40(4):331-340
Reviews involving the Wechsler Scales for children suggest that Full Scale IQ scores on the Wechsler Intelligence Scale for Children, Third Edition, average 5 to 6 points lower than scores on the second edition of the scale [WISC‐R, Wechsler, D. (1974). Zimmerman & Woo‐Sam, 1997], with the differences distributed disproportionately over subtests, i.e., with larger discrepancies found within the Performance Scale (Wechsler, 1991). Changes on the revised subtests of the WISC‐III Performance Scale may place children with ADHD at a disadvantage compared to their performance on analogous WISC‐R subtests. We examined IQ test performance in 122 unmedicated children with ADHD (61 given the WISC‐R, 61 given the WISC‐III), and 46 children from a healthy, comparison group (23 given the WISC‐R, 23 given the WISC‐III). The ADHD and comparison group samples were matched for sex and for Verbal IQ between WISC‐R and WISC‐III. Children with ADHD had significantly lower Performance IQ on WISC‐III compared to the WISC‐R, with the Picture Arrangement subtest showing the most significant difference. In contrast, there were no significant differences between the WISC‐R and WISC‐III cohorts on Performance IQ or any Performance subtests among the comparison group. These findings highlight the importance of examining the comparability of ability test revisions among clinical and non‐clinical populations, and will be especially salient when the WISC‐III is revised. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 331–340, 2003. 相似文献
57.
One hundred thirty-two graduates with learning disabilities (LD) of a large, public, competitive postsecondary institution were surveyed to determine if they had self-disclosed their LD to their current employer and to provide the reasons for choosing to self-disclose or not to self-disclose. Based on a response rate of 67.4% (n = 89), the results indicated that 86.5% of the respondents were employed full time. Although nearly 90% of the respondents stated that their LD affected their work in some way, only 30.3% self-disclosed to their employer. Of those who had not self-disclosed, the majority reported that there was no reason or need to self-disclose. However, 46.1% reported not self-disclosing due to fear of a potentially negative impact in the workplace or due to a concern for job security. Specific rationales for disclosure and information related to the use of self-reported accommodations and strategies are presented. 相似文献
58.
María Luisa Sanz de Acedo Lizarraga María Teresa Sanz de Acedo Baquedano Oscar Ardaiz Villanueva 《Thinking Skills and Creativity》2012,7(3):271-279
The central issue of this paper is to review the possible relationships between the constructs of critical thinking and executive functions. To do this, we first analyse the essential components of critical thinking from a psychological and neurological point of view. Second, we examine the scope of the cognitive and neurological nature of executive functions. Third, we propose a model for comparing or mapping between the most important processes of both constructs. Fourth, we offer some conclusions on the relational path between the two concepts based on the studies reviewed and suggest possible lines of investigation that will undoubtedly facilitate the understanding of shared features and key differences between critical thinking and executive functions. 相似文献
59.
Clara Vasconcelos 《Research in Science Education》2012,42(2):219-232
If our chosen aim in science education is to be inclusive and to improve students’ learning achievements, then we must identify
teaching methodologies that are appropriate for teaching and learning specific knowledge. Karagiorgi and Symeo (2005) remind us that instructional designers are thus challenged to translate the philosophy of constructivism into current practice.
Thus, research in science education must focus on evaluating intervention programs which ensure the effective construction
of knowledge and development of competencies. The present study reports the elaboration, application and evaluation of a problem-based
learning (PBL) program with the aim of examining its effectiveness with students learning Environmental Education. Prior research
on both PBL and Environmental Education (EE) was conducted within the context of science education so as to elaborate and
construct the intervention program. Findings from these studies indicated both the PBL methodology and EE as helpful for teachers
and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy
application (Hendry et al. 1999) and it was expected that this approach would assist students towards achieving a specific set of competencies (Engel 1997). On the other hand, EE has evolved at a rapid pace within many countries in the new millennium (Hart 2007), unlike any other educational area. However, many authors still appear to believe that schools are failing to prepare students
adequately in EE (Walsche 2008; Winter 2007). The following section describes the research that was conducted in both areas so as to devise the intervention program. 相似文献
60.
Teresa Cerratto-Pargman Sanna M. Järvelä Marcelo Milrad 《The Internet and Higher Education》2012,15(4):227-230
The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled “Designing Nordic technology-enhanced learning (TEL)”, presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning.The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries. 相似文献