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631.
Valerie J. Haines George M. Diekhoff Emily E. LaBeff Robert E. Clark 《Research in higher education》1986,25(4):342-354
Through the use of a 49-item questionnaire administered to 380 university students, we investigated student cheating on exams, quizzes, and homework assignments. More than half the students reported cheating during the academic year on at least one of the above. The purpose of this paper was to uncover fundamental factors underlying cheating behavior. Through the use of correlational and factor analysis, three primary factors were identified: student immaturity, lack of commitment to academics, and neutralization. We offer interpretations of these factors and suggestions for testing these and other factors in future research. 相似文献
632.
The immediate and longer‐term effectiveness of a speech‐rhythm‐based reading intervention for beginning readers 下载免费PDF全文
Emily Harrison Clare Wood Andrew J. Holliman Janet I. Vousden 《Journal of Research in Reading》2018,41(1):220-241
Despite empirical evidence of a relationship between sensitivity to speech rhythm and reading, there have been few studies that have examined the impact of rhythmic training on reading attainment, and no intervention study has focused on speech rhythm sensitivity specifically to enhance reading skills. Seventy‐three typically developing 4‐ to 5‐year‐old children were randomly allocated to one of three treatment groups and received a speech‐rhythm‐based intervention, a phonological‐awareness‐based intervention, or a control intervention over 10 weeks. All children completed pre‐test, post‐test and delayed post‐test measures of speech rhythm sensitivity, single‐word reading, phonological awareness and vocabulary. The results show that it is possible to train speech rhythm sensitivity in this age group and that children who undertook the speech rhythm intervention showed a significant improvement in their word reading performance compared to children in the control group. Group differences were maintained 3 months later. 相似文献
633.
634.
Marion O'Brien Emily Herbert-Jackson Todd R. Risley 《Early Childhood Education Journal》1979,6(4):48-53
This is the last part of a four-part series of articles that provide a total of four weeks' worth of menus for toddlers. In
the first installment (Fall 1978) will be found the basic recipes for preparing Milk Plus, TVP, and Fruit Juice, as well as
a general introduction to the format of these menus.
Todd R. Risley is Professor of Human Development and Director of the Living Environments Group at the University of Kansas.
Emily Herbert-Jackson managed the nutrition research project described here in her capacity as Research Associate in the Bureau
of Child Research at the University of Kansas. She is now associated with Children's Behavioral Services, Reno, Nevada. Marion
O'Brien is a writer for the Living Environments Group and has served as consultant to the toddler center in which the research
was conducted. The authors wish especially to thank Kathy Erwin for her contribution to the development of these menus, as
well as all the staff and children at the toddler center. The research described here was supported in large part by grant
MC-R-200347 from the Office of Maternal and Child Health to the Bureau of Child Research and the Department of Human Development
at the University of Kansas. The toddler day care program is fully described in the bookThe Toddler Center: A Practical Guide to Day Care for One- and Two-Year-Olds, by Marion O'Brien, Jan Porterfield, Emily Herbert-Jackson, and Todd R. Risley (Baltimore: University Park Press, 1978). 相似文献
635.
This study examined the extent to which characteristics of early childhood teachers and settings predicted observed teacher sensitivity. Participants included 41 head teachers at child care centers located in Northern California. Accreditation status, center size, and program quality were uniquely associated with teacher sensitivity. Accreditation was also associated with a number of other teacher (training, ethnic minority status, and depression) and setting characteristics (program quality, subsidies, and child ethnic minority enrollment). Other unique predictors included more teacher training, smaller center size, and perceived organizational health. Having a greater number of depressive symptoms or working in a larger center were identified as risks to teacher sensitivity, and were moderated by higher levels of teacher training and observed program quality The current study provides preliminary support for the importance of examining the ways that teacher and setting characteristics are related to teacher interactions with young children. 相似文献
636.
In youth-focused community and citizen (YCCS) youth in classrooms and community-based programs produce data that scientists, resource managers and community members will use. This “nested” data situates learners’ scientific activity within larger datasets, projects, and communities, with consequences for youth agency. To document opportunities for agentive learning with data in YCCS, we report on how youth interact with data across eight school and community-based project sites and how youth talk about their data and work. From analysis of 54 participant interviews, we found that youth perceived the data they produced as being used for: (1) broader scientific work, (2) their own learning, and (3) community endeavors. Nested uses of data were most meaningful when youth interacted with end users, were exposed to the larger datasets to which they contributed, or took action linked to data. Not all youth saw, believed, or valued that data would be used by others. Framing of task and purpose, nature of engagement with community users, data production protocols, and level of emphasis on youth-identified questions may contribute to youth perceptions and can foster or undermine conditions for learner agency. The results shed light on when and how conditions for expansive learning and agency get established. 相似文献
637.
AbstractThe theme of this article is adopted from the work of leadership experts Heifetz and Linsky, who described the need for organizational leaders to balance their time on the “dance floor” (managing tasks) with time viewing from the “balcony” (understanding the bigger picture). The physical education teacher education doctoral program faculty on many campuses would be well advised to periodically invest time distancing themselves from the daily rigors of research, teaching, and service to better understand the challenges and opportunities confronting their programs. Furthermore, faculty must be willing to critique their program and its strategic direction, eliminate ineffective practices that consume limited resources, and retain what is most important. The purpose of this article is to provide collective observations “from the balcony” for faculty working in physical education teacher education doctoral programs as a catalyst for discussion. 相似文献
638.
639.
Emily Duane Wallace 《Journal of The Franklin Institute》1943,235(5):479-481
640.
Heidi L. Ballard Emily Evans Victoria E. Sturtevant Pamela Jakes 《The Journal of environmental education》2013,44(4):227-240
Many environmental education programs in the United States educate youth about the prevention of wildfire and its role in ecosystems. We reviewed 50 wildfire education programs for youth (WEY) in the U.S. through an Internet search and interviews with program providers. We investigated whether they reflect current wildfire science, environmental education (EE) instructional strategies, and place-based education (PBE) approaches. We found that while one-third of the programs focus exclusively on wildfire prevention, suppression, and safety topics, one-third focuses on fire ecology, management, and science, and one-third includes all these topics, mirroring evolving scientific approaches to wildfire. Also, while state and federal agencies design and disseminate much of the curricula used, 60% of WEY programs incorporate local social and ecological contexts, revealing the close relationship between WEY and PBE. 相似文献