全文获取类型
收费全文 | 519篇 |
免费 | 12篇 |
专业分类
教育 | 432篇 |
科学研究 | 13篇 |
各国文化 | 9篇 |
体育 | 47篇 |
文化理论 | 5篇 |
信息传播 | 25篇 |
出版年
2024年 | 1篇 |
2023年 | 5篇 |
2022年 | 7篇 |
2021年 | 6篇 |
2020年 | 23篇 |
2019年 | 22篇 |
2018年 | 28篇 |
2017年 | 26篇 |
2016年 | 25篇 |
2015年 | 18篇 |
2014年 | 17篇 |
2013年 | 107篇 |
2012年 | 23篇 |
2011年 | 21篇 |
2010年 | 15篇 |
2009年 | 17篇 |
2008年 | 16篇 |
2007年 | 8篇 |
2006年 | 14篇 |
2005年 | 9篇 |
2004年 | 7篇 |
2003年 | 5篇 |
2002年 | 7篇 |
2001年 | 9篇 |
2000年 | 5篇 |
1999年 | 6篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1996年 | 8篇 |
1995年 | 8篇 |
1994年 | 2篇 |
1993年 | 6篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 11篇 |
1988年 | 7篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1973年 | 4篇 |
排序方式: 共有531条查询结果,搜索用时 15 毫秒
501.
502.
Cheryl Wright Marissa L. Diener Jacqueline Lindsay Kemp 《Early Childhood Education Journal》2013,41(3):197-210
Healthy social-emotional development is promoted by building a safe, secure and respectful environment in an early childhood setting with positive and consistent relationships among adults, children, and their peers. This study explored storytelling dramas as an opportunity to build community within the context of one early childhood classroom. The study was a qualitative, interpretive analysis of 20 videotaped storytelling drama sessions containing approximately 100 stories told by children in one preschool classroom over a 6-month period. Videotapes of the 20 storytelling sessions were analyzed for patterns and themes that may represent community building within the context of one preschool classroom. Qualitative methods were used to identify themes that emerged from the videotaped data. Triangulation across investigators, time, and methods enhanced trustworthiness of interpretations. Results showed that the storytelling drama activity provided opportunities to promote community building through four emerging themes: (1) individual roles, (2) group membership, (3) inclusion, and (4) relationship building. Storytelling dramas provide teachers with an easy to implement teaching strategy that builds community and aligns with current early childhood education quality standards and child development theory. 相似文献
503.
Micaela E. Christopher Jacqueline Hulslander Brian Byrne Stefan Samuelsson Janice M. Keenan Bruce Pennington 《Scientific Studies of Reading》2013,17(5):350-368
We explored the etiology of individual differences in reading development from post-kindergarten to post–4th grade by analyzing data from 487 twin pairs tested in Colorado. Data from three reading measures and one spelling measure were fit to biometric latent growth curve models, allowing us to extend previous behavioral genetic studies of the etiology of early reading development at specific time points. We found primarily genetic influences on individual differences at post–1st grade for all measures. Genetic influences on variance in growth rates were also found, with evidence of small, nonsignificant, shared environmental influences for two measures. We discuss our results, including their implications for educational policy. 相似文献
504.
Jacqueline Hulslander Richard K. Olson Erik G. Willcutt Sally J. Wadsworth 《Scientific Studies of Reading》2013,17(2):111-136
Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming, and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading skills. There were significant and longitudinally stable individual differences for all four reading-related skills that were independent from each of the reading and spelling skills. Yet the only significant longitudinal prediction of reading skills was from IQ at mean age 10 for reading comprehension at mean age 16. The extremely high longitudinal latent-trait stability correlations for individual differences in word recognition (.98) and spelling (.95) left little independent outcome variance that could be predicted by the reading-related skills. We discuss the practical and theoretical importance of these results and why they differ from studies of younger children. 相似文献
505.
Students with disabilities at Ball State University have a unique mentorship opportunity—those who take advantage of it gain considerable benefits. 相似文献
506.
Eszter Somogyi Mollie Hamilton Lisa K. Chinn Lisa Jacquey Tobias Heed Matej Hoffmann Jeffrey J. Lockman Jacqueline Fagard J. Kevin O'Regan 《Child development》2023,94(3):e154-e165
This longitudinal study investigated the effect of experience with tactile stimulation on infants' ability to reach to targets on the body, an important adaptive skill. Infants were provided weekly tactile stimulation on eight body locations from 4 to 8 months of age (N = 11), comparing their ability to reach to the body to infants in a control group who did not receive stimulation (N = 10). Infants who received stimulation were more likely to successfully reach targets on the body than controls by 7 months of age. These findings indicate that tactile stimulation facilitates the development of reaching to the body by allowing infants to explore the sensorimotor correlations emerging from the stimulation. 相似文献
507.
Jacqueline Lubin Fabienne S. Fernal 《Journal of Research in Special Educational Needs》2022,22(2):116-125
Globally, inclusion has been touted as best practice for working with students with disabilities. Despite the universal acceptance of inclusion, educators have identified several challenges in using inclusive practices. The purpose of this study was to explore the perceptions of general and special educators from the United States and St. Lucia on barriers to inclusion. Using qualitative research methodology, 32 teachers were interviewed. Data were analyzed inductively and special and general educators’ perception of barriers emerged under six themes: inadequate resources and time, environmental and professional barriers, lack of administrative support, negative attitudes of stakeholders, differing interpretation on inclusion, and unsuitable curriculum and assessment. Analysis was also guided by Lewin’s (1947) theory of planned change. Results indicated that teachers across regions identified similar obstacles to inclusion with time and limited resources being the predominant problem. The main difference was that environmental and professional barriers were identified by more teachers from the US, while lack of administrative support was predominantly identified by teachers from St. Lucia. In analyzing the responses from both general and special educators, the researcher found that there were no major differences based on participants’ role. Recommendations and implications for practice are discussed. 相似文献
508.
Within counselor preparation, gatekeeping begins during the admission process. This article focuses on the prevalence of screening procedures used in master's‐ and doctoral‐level counselor educator programs (N = 79) accredited by the Council for Accreditation of Counseling and Related Educational Programs. Additionally, programs' selection and matriculation processes are discussed along with implications for counselor education and supervision. 相似文献
509.
In this article, we provide an empirically based framework for school leaders to support the replacement of separate means of providing services for English learners (ELs) with more inclusive learning supports. The framework encompasses evidence on cultivating language proficiency, ensuring access to a high-quality curriculum, and promoting sociocultural integration. To illustrate the ways that research has informed practice to better meet the needs of ELs, we also present initiatives by the Wisconsin Department of Public Instruction that have helped propel a vision of equity and diversity at both the school and district level. We conclude by providing additional resources that leaders can use to promote the professional growth of the school. 相似文献
510.
In post-conflict and divided societies, global citizenship education has been described as a central element of peacebuilding education, whereby critical pedagogy is seen as a tool to advance students’ thinking, transform their views and promote democratic behaviours. The present study investigates understandings of and attitudes to global citizenship and the challenges faced in its implementation. Teacher interviews highlight lack of time and resources for critical reflection and dialogue. Where opportunities for relevant training are provided, this can benefit critical engagement. Boundaries of educational systems and structures also influence pupils’ understandings of the issues as evidenced in questionnaire findings. We argue that critical pedagogies may be limited unless criticality and activism transcend local and global issues and are applied to schools themselves. Emotional engagement may be required for teachers to claim the space to critically reflect and share with colleagues within and beyond their sectors in order to enable critical discourse amongst pupils. 相似文献