全文获取类型
收费全文 | 366篇 |
免费 | 6篇 |
专业分类
教育 | 295篇 |
科学研究 | 12篇 |
各国文化 | 3篇 |
体育 | 8篇 |
文化理论 | 6篇 |
信息传播 | 48篇 |
出版年
2023年 | 2篇 |
2021年 | 2篇 |
2020年 | 7篇 |
2019年 | 12篇 |
2018年 | 10篇 |
2017年 | 11篇 |
2016年 | 6篇 |
2015年 | 4篇 |
2014年 | 12篇 |
2013年 | 112篇 |
2012年 | 11篇 |
2011年 | 12篇 |
2010年 | 8篇 |
2009年 | 5篇 |
2008年 | 7篇 |
2007年 | 8篇 |
2006年 | 6篇 |
2005年 | 7篇 |
2004年 | 16篇 |
2003年 | 5篇 |
2002年 | 5篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 6篇 |
1998年 | 2篇 |
1997年 | 7篇 |
1996年 | 7篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1987年 | 3篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1947年 | 5篇 |
排序方式: 共有372条查询结果,搜索用时 15 毫秒
21.
Virginia King 《International Journal for Academic Development》2013,18(3):222-236
Product-based analysis (PBA) is a new way of modelling the strategic direction of an educational development centre (EDC). It was developed within an English EDC to complement other strategic techniques, providing a means of visualizing the overall strategy. This critique of PBA is set in the context of global university reforms, restructurings and economic constraints that EDCs mirror in miniature. The case for PBA is demonstrated through two exemplars, one retrospective, the other applied to the same group, now dispersed several years on, as it sets out a collaborative strategy to address the future uncertainties shared by many EDCs. 相似文献
22.
Charlotte Diffendale Diane M. Horm‐Wingerd David A. Caruso Virginia Nardone 《Journal of Early Childhood Teacher Education》2013,34(1):77-87
This article describes the independent study project of a student who was a graduate assistant in a child development laboratory preschool when Hurricanes Katrina and Rita struck the Gulf Coast area. Through her experiences with “Project Katrina” she deepens her understanding of developmentally appropriate practices as she learns firsthand about the project approach and writing an article for publication in a professional journal. 相似文献
23.
Virginia Liberatore 《Culture, Theory & Critique》2013,54(1):37-55
This paper examines Duchenne de Boulogne's Mécanisme de la physionomie humaine (1862) as a limit case between Foucauldian epistemes of signification. Electrically inducing ‘expression’ in his subject's face, Duchenne, a neuro-physiologist, claimed to have discovered the true ‘orthography’ of the passions. He photographed and published his experiments to offer the art world a positivist corrective to the historically ‘arbitrary’ representation of emotion. The narrative accompanying the photographs provides the basis for this analysis which focuses on how Duchenne used the image/text idea of an ’orthography‘ to shape his technologically mediated expressions with a Renaissance and Classical poetics of resemblance and representation. Making an analogy with linguistic ‘units’, Duchenne located a scene of writing under the facial flesh where action was ‘transfigured’ into passion. The Classical debate on the origin of language and the Renaissance physiognomic tradition inspired his discourse, which failed to grasp the modernity of his technologically mediated passions. 相似文献
24.
Virginia L. Rhodes 《Learning Inquiry》2008,2(2):113-125
Highly mobile students experience schools and learning in different ways than their more stable peers. Repeated transfers
result in discontinuity of instruction and relationships with teachers and peers. Interviews with transient urban students
in grades 9–12 reveal the issues they face upon their arrival and afterward. Mobile students give insight into perceptions
of teacher practice, peer-group induction, receptivity to classroom instruction, and classroom and administrative practices.
Findings include fear, loneliness, embarrassment, and anxiety in new settings or when faced with another school change. While
students expressed achievement concerns, peer social and emotional concerns were primary immediately following enrollment
in a new school. Students found themselves unable to focus on academic studies until they could secure a peer group with which
to interact. Implications for high-mobility schools include the need for structures providing transitional services and community-building
environments to counteract the negative academic and developmental effects of frequent mobility. 相似文献
25.
Christine McWayne Virginia Hampton John Fantuzzo Heather L. Cohen Yumiko Sekino 《Psychology in the schools》2004,41(3):363-377
The primary objective of this study was to obtain a multidimensional picture of parent involvement in kindergarten. Participants in this study were 307 low‐income, ethnic minority children and their primary caregivers in a large, urban school district in the Northeast. Results revealed that kindergarten parent involvement dimensions (i.e., from the Parent Involvement in Children's Education Scale; Fantuzzo, Tighe, McWayne, Davis, & Childs, 2002) were congruent with those established with preschool (Head Start) parents. Multivariate relationships were found between kindergarten parent involvement dimensions and children's social and academic competencies. Parents who actively promote learning in the home, have direct and regular contact with school, and experience fewer barriers to involvement have children who demonstrate positive engagement with their peers, adults, and learning. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 363–377, 2004. 相似文献
26.
Virginia W. Berninger Ana C. Cartwright Cheryl M. Yates H. Lee Swanson Robert D. Abbott 《Reading and writing》1994,6(2):161-196
Multiple measures of the fine motor system, the orthographic system, the phonological system, the working memory system, the verbal intelligence system, the writing system, and the reading system were administered to 300 students in grades 4, 5, and 6. Results showed that the writing system and the reading system share many of the same orthographic, phonological, and working memory sub-processes but thepatterns of concurrent relation between these sub-processes and writing and between these subprocesses and reading differ. These results are consistent with the view that writing and reading draw upon the same as well as unique cognitive systems. 相似文献
27.
28.
Research Findings: An emerging consensus is that casual, direct contact with nature influences the development of children’s biological knowledge. Here we review the existing literature on this topic, focusing on the effects of (a) rural versus urban rearing environments and (b) pet ownership and care on children’s biological concepts and reasoning. Although the research is limited, the evidence suggests that these factors positively influence children’s understanding of specific biological phenomena (e.g., internal organ function, biological inheritance) and reasoning patterns (e.g., anthropocentrism, ecological reasoning). Practice or Policy: In the modern context of diminishing outdoor playtime and limited experience with nature, this review highlights the importance of direct exposure to the natural world for children’s conceptual development in the domain of biology. 相似文献
29.
30.
Virginia W. Berninger 《Annals of dyslexia》2001,51(1):21-48
The historical roots of the IQ-achievement discrepancy definition of learning disability are discussed as a reference point
for explaining why this definition came into being and why it is inadequate for dealing with the variety of learning and developmental
disabilities that present in school settings. A proposal is offered and justified for defining learning disabilities on the
basis of profiles for multiple developmental domains that affect learning. In this proposal, developmental dyslexia is differentiated
from other learning disabilities. Developmental dyslexia is defined as uneven development (dissociation) between word reading
and higher-level processes in the functional reading system. Dyslexics may struggle with word reading because of deficits
in phonological processes, orthographic-phonological connections, and/or fluency (rate, automaticity, or executive coordination).
The need for both national and international classification schemes for defining specific learning and developmental disabilities
for the purposes of educational services and research is emphasized.
Grant P50 33812-06 from the National Institute of Child Health and Human Development supported preparation of this article. 相似文献