全文获取类型
收费全文 | 1053篇 |
免费 | 29篇 |
国内免费 | 1篇 |
专业分类
教育 | 821篇 |
科学研究 | 30篇 |
各国文化 | 13篇 |
体育 | 87篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 122篇 |
出版年
2023年 | 7篇 |
2022年 | 10篇 |
2021年 | 14篇 |
2020年 | 38篇 |
2019年 | 44篇 |
2018年 | 67篇 |
2017年 | 54篇 |
2016年 | 62篇 |
2015年 | 38篇 |
2014年 | 43篇 |
2013年 | 253篇 |
2012年 | 25篇 |
2011年 | 36篇 |
2010年 | 25篇 |
2009年 | 25篇 |
2008年 | 27篇 |
2007年 | 27篇 |
2006年 | 17篇 |
2005年 | 13篇 |
2004年 | 11篇 |
2003年 | 18篇 |
2002年 | 20篇 |
2001年 | 16篇 |
2000年 | 13篇 |
1999年 | 11篇 |
1998年 | 13篇 |
1997年 | 11篇 |
1996年 | 12篇 |
1995年 | 12篇 |
1994年 | 4篇 |
1993年 | 8篇 |
1992年 | 8篇 |
1991年 | 5篇 |
1989年 | 12篇 |
1988年 | 6篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1982年 | 5篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 5篇 |
1976年 | 4篇 |
1975年 | 5篇 |
1974年 | 5篇 |
1971年 | 3篇 |
1965年 | 2篇 |
排序方式: 共有1083条查询结果,搜索用时 125 毫秒
111.
112.
AbstractThis study investigates how a network of New York City public schools use texting to increase enrollment and persistence in college. Text messages include tips and reminders to fill out the Free Application for Federal Student Aid as well as college tips. Our multiple regression results suggest that although when the texting began did not appear to matter, the texting program increased enrollment and persistence in college. In addition, response rates were positively associated with enrollment and persistence. Finally, we find that the content of the messages themselves as well as individual characteristics affected response rates. 相似文献
113.
114.
Mary Ryan Karleen Gwinner Kerry Mallan Cheryl Livock 《Studies in Continuing Education》2017,39(3):268-285
This paper highlights a disjuncture between training frameworks designed to meet work-based competencies, and educational flexibility desirable to prepare diverse learners for fluid workplaces and roles. We describe a pilot study that explored teaching and learning practices in a vocational education and training Diploma of Nursing program. The study used qualitative approaches framed by a social view of learning as a reflexive process. Frictions emerged in how teaching and learning was fostered and how knowledge and skills were contextualised through nursing-accredited training packages. A case is made to enhance critical thinking and reflexive approaches to prepare work-ready nurse graduates. 相似文献
115.
116.
Cara McClain Maureen Vandermaas-Peeler 《Journal of Adventure Education & Outdoor Learning》2016,16(1):31-48
This study examined the influence of spending time outdoors on young children’s physical and socioemotional development. We observed preschoolers’ activities in two naturally provisioned outdoor environments over the course of one year. Eleven preschoolers were videotaped continuously for 16 days at a local river and 9 days at a creek adjacent to the school. In addition to the quantitative analyses of children’s behaviors, a case study of three children’s experiences over the course of the year was conducted. Both the river and the creek settings encouraged a multitude of physical and play behaviors with similar types of affordances, including flat surfaces for running, rocks for climbing and jumping off, and water for exploration and play, but the wilder environment (river) afforded more risk and personal challenges. Observations of children’s motor activities, play and responses to challenging environmental features supported the importance of accumulated experience and social context for the development of confidence in the face of risk, individual exploration and positive social support and engagement with peers. 相似文献
117.
118.
119.
The peer group as a context for the development of young adolescent motivation and achievement 总被引:14,自引:0,他引:14
Ryan AM 《Child development》2001,72(4):1135-1150
This study investigated the peer group as a context for the socialization of young adolescents' motivation and achievement in school. Social network analysis was used to identify peer groups of adolescents in middle school whose members regularly interacted with each other (N = 331). Actual reports from these peer group members were used to assess peer group characteristics. Multilevel analyses indicated that peer groups did socialize some academic characteristics, controlling for selection factors. Students' peer group context in the fall predicted changes in their liking and enjoyment of school (intrinsic value) and their achievement over the school year. Students' peer group context was unrelated to changes in their beliefs about the importance of school (utility value) or expectancies for success over the school year. 相似文献
120.
Curt M. Adams Jordan K. Ware Ryan C. Miskell Patrick B. Forsyth 《The Journal of educational research》2016,109(2):169-180
This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance. 相似文献