全文获取类型
收费全文 | 1840篇 |
免费 | 50篇 |
国内免费 | 3篇 |
专业分类
教育 | 1372篇 |
科学研究 | 125篇 |
各国文化 | 26篇 |
体育 | 175篇 |
综合类 | 1篇 |
文化理论 | 37篇 |
信息传播 | 157篇 |
出版年
2023年 | 12篇 |
2022年 | 43篇 |
2021年 | 47篇 |
2020年 | 72篇 |
2019年 | 106篇 |
2018年 | 155篇 |
2017年 | 127篇 |
2016年 | 132篇 |
2015年 | 72篇 |
2014年 | 82篇 |
2013年 | 345篇 |
2012年 | 83篇 |
2011年 | 62篇 |
2010年 | 50篇 |
2009年 | 55篇 |
2008年 | 68篇 |
2007年 | 49篇 |
2006年 | 40篇 |
2005年 | 41篇 |
2004年 | 31篇 |
2003年 | 21篇 |
2002年 | 20篇 |
2001年 | 18篇 |
2000年 | 20篇 |
1999年 | 5篇 |
1998年 | 13篇 |
1997年 | 8篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 8篇 |
1993年 | 7篇 |
1992年 | 8篇 |
1991年 | 8篇 |
1990年 | 9篇 |
1989年 | 4篇 |
1988年 | 8篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1979年 | 4篇 |
1978年 | 2篇 |
1976年 | 4篇 |
1973年 | 2篇 |
1972年 | 4篇 |
1971年 | 3篇 |
1967年 | 2篇 |
1964年 | 2篇 |
1933年 | 2篇 |
排序方式: 共有1893条查询结果,搜索用时 15 毫秒
41.
42.
43.
Re-referral to child protective services: the influence of child, family, and case characteristics on risk status 总被引:2,自引:0,他引:2
INTRODUCTION: This study examines child, family, and case characteristics that impact rates of re-referral to Child Protective Services (CPS) using data on all closed CPS investigations for the state of Rhode Island between 2001 and 2004. METHOD: A longitudinal dataset of all referrals to CPS was created using state submissions to the National Child Abuse and Neglect Data System (NCANDS). After excluding children whose initial CPS investigation resulted in removal from the home, a Cox proportional hazards model was tested to examine factors impacting the likelihood of re-referral. RESULTS: Consistent with other research in this area, the initial 6-month period following case disposition is the period of greatest risk of re-referral. Approximately 13% of cases experienced a recurrent allegation during the first 6-month period; an additional 14% experienced a re-referral over the following 12-month period; 7% during the next 12-month period. Family poverty was the strongest predictor of re-referral, though a number of child and case characteristics were significantly related to recurrence. Cases that were substantiated at index were significantly less likely to result in a new allegation, though substantiated cases of physical abuse or those receiving post-investigation services were at higher risk. CONCLUSIONS: Children from families facing multiple stressors (e.g., low SES, parental substance abuse child disability) are at highest risk of re-referral to CPS and may benefit from the development of preventive services targeted immediately following case closings within CPS. 相似文献
44.
Anna Keune Kylie Peppler 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):280-293
Celebrating hands-on making and technological inventiveness, the Maker Movement promotes the popularity of new makerspaces: learning environments filled with diverse materials for youth’s creative projects. Described as “constructionist learning environments,” makerspaces can be challenging to design because materials require substantial budgetary investments. Because the practical demands of space and cost often dominate decisions concerning a new makerspace, less attention is paid to how the choice of materials inadvertently limits who uses the space, how learning happens, or how materials in a space will interact and intra-act over time. Building on theories of constructionism and relational materialism to analyze and theorize learning in makerspaces, we take a case-based approach to illustrate the co-development of 3D printing materials, youth and educational programs at an out-of-school makerspace. In the process, we demonstrate the need to rethink the role of materials in human development and educational design. We introduce the concept of materials-to-develop-with to explain how objects can be internalized and drive the development of spaces, people and learning opportunities. 相似文献
45.
Mariola C. Gremmen Christian Berger Allison M. Ryan Christian E.G. Steglich René Veenstra Jan K. Dijkstra 《Child development》2019,90(2):e192-e211
This study examined to what extent adolescents’ and their friends’ risk behaviors (i.e., delinquency and alcohol use) hinder or promote their academic achievement (grade point average [GPA]), and vice versa. Longitudinal data were used (N = 1,219 seventh- to ninth-grade adolescents; Mage = 13.69). Results showed that risk behaviors negatively affected adolescents’ GPA, whereas GPA protected against engaging in risk behaviors. Moreover, adolescents tended to select friends who have similar behaviors and friends’ behaviors became more similar over time (same-behavior selection and influence). Furthermore, although same-behavior effects seemed to dominate, evidence was found for some cross-behavior selection effects and a tendency in seventh grade for cross-behavior influence effects. Concluding, it is important to investigate the interplay between different behaviors with longitudinal social network analysis. 相似文献
46.
Patrice Milewski Christian Ydesen 《Paedagogica Historica: International Journal of the History of Education》2019,55(3):371-390
ABSTRACTThis article compares and contrasts the use of mental testing and the formation of educational streaming in Denmark and Ontario during the interwar years. In this sense, the article adds nuances to the meaning of internationalism as well as contributing to our knowledge about how ideas of testing practices circulated among countries and continents. One way ideas and practices circulated was via informal networks promoted by the education traveller. Key proponents of mental testing in both Denmark and Ontario travelled to continental Europe, England, and the United States studying and observing the practices and institutional arrangements associated with educational streaming. Our main findings are that the processes used to implement mental testing in the two countries differed significantly. Mental testing was implemented much later in Denmark than in Ontario. This was due to different contextual, cultural, and historical factors that promoted changes to the existing system, or, alternatively, represented a barrier or even obstructed changes to it. Nevertheless, mental testing was implemented in both education systems as a relatively coherent technology rooted in transnational movements and exchange, but was attended by highly different practices and local meaning-making. 相似文献
47.
Yvonne Robinson Anna Paraskevopoulou Sumi Hollingworth 《British Educational Research Journal》2019,45(6):1203-1219
Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area. 相似文献
48.
Tarchi Christian Surian Alessio Daiute Colette 《European Journal of Psychology of Education - EJPE》2019,34(4):873-894
European Journal of Psychology of Education - This study analyzed study abroad students’ orientations to cultural differences as assessed with mixed methods, including traditional... 相似文献
49.
Tammeorg Priit Mykkänen Anna Rantamäki Tomi Lakkala Minna Muukkonen Hanni 《Research in Science Education》2019,49(3):809-828
Research in Science Education - Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life... 相似文献
50.