全文获取类型
收费全文 | 2156篇 |
免费 | 28篇 |
国内免费 | 1篇 |
专业分类
教育 | 1651篇 |
科学研究 | 135篇 |
各国文化 | 33篇 |
体育 | 147篇 |
综合类 | 2篇 |
文化理论 | 18篇 |
信息传播 | 199篇 |
出版年
2022年 | 15篇 |
2021年 | 22篇 |
2020年 | 34篇 |
2019年 | 44篇 |
2018年 | 68篇 |
2017年 | 75篇 |
2016年 | 75篇 |
2015年 | 40篇 |
2014年 | 53篇 |
2013年 | 471篇 |
2012年 | 46篇 |
2011年 | 62篇 |
2010年 | 44篇 |
2009年 | 41篇 |
2008年 | 57篇 |
2007年 | 47篇 |
2006年 | 52篇 |
2005年 | 36篇 |
2004年 | 48篇 |
2003年 | 28篇 |
2002年 | 34篇 |
2001年 | 26篇 |
2000年 | 44篇 |
1999年 | 32篇 |
1998年 | 23篇 |
1997年 | 26篇 |
1996年 | 28篇 |
1995年 | 31篇 |
1994年 | 47篇 |
1993年 | 16篇 |
1992年 | 38篇 |
1991年 | 25篇 |
1990年 | 29篇 |
1989年 | 20篇 |
1988年 | 11篇 |
1987年 | 10篇 |
1986年 | 14篇 |
1985年 | 31篇 |
1984年 | 30篇 |
1983年 | 19篇 |
1982年 | 22篇 |
1981年 | 27篇 |
1980年 | 18篇 |
1979年 | 15篇 |
1978年 | 15篇 |
1977年 | 13篇 |
1976年 | 15篇 |
1975年 | 12篇 |
1973年 | 13篇 |
1968年 | 9篇 |
排序方式: 共有2185条查询结果,搜索用时 0 毫秒
21.
22.
23.
Feihong Wang Kevin A. Leary Lorraine C. Taylor Melissa E. Derosier 《Psychology in the schools》2016,53(5):488-501
This research was supported, in part, by a grant from the National Institute for Mental Health (5R44MH07071‐03) awarded to Dr. Melissa E. DeRosier. Additional support comes from an Institute of Education Sciences post‐doctoral fellowship training award to the University of Florida (R324B1200002). The research was conducted at 3‐C Institute. The authors thank the staff and students of the Wake County Public School System in North Carolina for their cooperation and support in the implementation of this research project. In addition, the authors thank Drs. Janey McMillen, Natalie O'Brian, and Melanie Wilson for their invaluable efforts as project coordinators, as well as the many interns of the 3‐C Institute for their assistance in successfully completing this research project. 相似文献
24.
25.
The purpose of this study was to examine undergraduate and graduate student enrollments, course delivery modes, and curricular trends and issues of CTE programs. Based on findings from 139 program/department coordinators, results emphasized that although CTE programs within institutions of higher education have declined in number (Fletcher, Gordon, Asunda, &; Zirkle, 2015), student enrollments within those programs have remained steady compared to prior studies (Bruening et al., 2001; Lynch, 1990). Even so, CTE program/department administrators have articulated that declining student enrollment is a major challenge within their programs. Additionally, the development of online courses and the impact of state/national educational reform initiatives were identified as major curricular trends for CTE programs. Recommendations include the need for CTE faculty to embrace online instruction, and for programs to use broader nomenclature of CTE/Workforce Education, instead of names of more traditional subdisciplines within the field to remain more accessible and sustainable in the future. The condition of undergraduate and graduate CTE programs will likely impact the viability and sustainability of CTE teacher preparation programs, recruitment of a talented and diverse CTE teaching force, continuity of the U.S. teaching workforce, and ability of K–12 teachers to maintain high-quality CTE programs. 相似文献
26.
The Key Stage 3 Strategy is a complex and evolving government strategy intended to improve the education of 11‐ to 14‐year‐olds in England. This paper provides a snapshot of its development by early 2004, drawing on our evaluation of the pilot phase which began in 2000. The evolution of the Strategy, with its phased introduction of both subject and cross‐curricular strands, is described. We then examine the policy intentions and evidence base which underpin it before considering what the Strategy offers in terms of curricular and pedagogical reform. While the Strategy seeks to improve schooling for 11‐ to 14‐year‐olds, it has struggled to offer a coherent approach, though recent changes in emphasis may help. We conclude that a more radical approach to the learning needs of 11‐ to 14‐year‐olds is needed and draw evidence from international trends in middle years education. 相似文献
27.
Janice E. Williams 《Psychology in the schools》1996,33(2):159-162
Test anxiety among academically talented high school students (N = 103) was explored in this study. Two components of test anxiety were assessed: a cognitive component (worry) and a physiological component (emotionality). The results indicated that these students suffered from test anxiety, and that higher anxiety was related to lower science performance. Overall, females reported more test anxiety than did males. Whereas females experienced higher worry than emotionality, males reported little difference between the two anxiety components. Implications for college-bound students are discussed. © 1996 John Wiley & Sons, Inc. 相似文献
28.
29.
30.