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991.
Wonjung Oh Julie C. Bowker António J. Santos Olívia Ribeiro Maryse Guedes Miguel Freitas Hyoun K. Kim Seowon Song Kenneth H. Rubin 《Child development》2021,92(6):e1154-e1170
Adolescents’ dyadic relationships are likely influenced by the cultural context within which they exist. This study applied a person-oriented approach to examine how perceived support and negativity were manifested across youths’ relationships with mothers, fathers, and best friends, simultaneously, and how distinct relationship profiles were linked to adaptive and maladaptive functioning (aggression, anxious-withdrawal, prosociality) within and across cultures. Participants resided in metropolitan areas of South Korea, the United States, and Portugal (10–14 years; N = 1,233). Latent profile analyses identified relationship profiles that were culturally common or specific. Additional findings highlighted commonality in the relations between a high-quality relationship profile and adaptive functioning, as well as cultural specificity in the buffering and differential effects of distinct relationship profiles on social-behavioral outcomes. 相似文献
992.
The idea that characteristics acquired by an organism during its lifetime can be inherited by offspring and result in evolution is a substantial impediment to student understanding of evolution. In the current study, we performed a preliminary examination of how acquiring physical changes in a question prompt may differentially cue intuitive and scientific justifications of inheritance and evolution and how this varies based on how student learned the concept. Middle school students in a suburban northeastern district (N = 314) either learned about evolutionary change with a category construction task (with different levels of feedback support) or completed a worksheet. Three days later students responded to two free response scenarios (one where a physical change is acquired). Responses were coded based on student justifications for either science accuracy or intuitive nature. Specific reasons were coded by justification type with high inter-rater agreement (k > 0.93). Results showed that students were more likely to apply intuitive reasoning when a physical change was acquired (50%) than if the change was behavioral in nature (16%). Additionally, students who completed the category construction task provided significantly more scientifically accurate justifications about inheritance (M = 1.12) than control students (M = 0.47), and significantly less intuitive justifications (M = 0.67) than control (M = 1.13). Finally, category construction produced the most scientific reasoning when feedback was provided. Taken together, these results suggest that intuitive reasoning is differentially applied based on physical organismal changes, intuitive reasoning is less frequent when learning via category construction, and the category construction task is more effective for this population with the inclusion of feedback. 相似文献
993.
Asia Pacific Education Review - There has been a long tradition of demonstrating formal education’s direct relationship with many dimensions of development, including increased productivity,... 相似文献
994.
Yvonne Rafferty Kenneth W. Griffin 《International Journal of Early Years Education》2010,18(2):143-157
This study examines the overall quality of parenting behaviours among low‐income mothers in the USA and the extent to which they are influenced by risk factors within the family environment, maternal well‐being and maternal risk characteristics associated with socio‐economic status. Participants consisted of 1070 low‐income mothers of three‐year‐old children who were enrolled in the Early Head Start (EHS) Research and Evaluation Project. Data were collected using structured interviews with the mothers and from videotaped mother–child interactions during play activities when children were age three. Findings indicated that less‐positive parenting behaviours and fewer supports for language and learning were predicted by higher family conflict, higher parental distress and maternal social risk factors including younger age, less education and a history of public assistance. Fewer household resources also predicted fewer supports for language and learning, but not positive parenting. Negative parenting behaviours were not predicted by maternal well‐being, although higher family conflict and maternal demographic risk factors (younger age, history of public assistance, not being married or living with partner) were statistically significant predictors. Findings from this study suggest that programmes to address the parenting abilities of low‐income mothers are warranted, and that national programmes geared at helping mothers should be augmented by efforts to decrease the degree of stress they experience in their parenting role, as well as by effective strategies to increase available household resources and reduce family conflict. They also indicate that particular attention should be paid to enhance the parenting abilities of mothers who are younger, have lower levels of education, have a history of receiving public assistance and those who are not married or living with their partner. 相似文献
995.
What type of display helps students learn the most and why? This study investigated how displays differing in terms of signaling,
extraction, and localization impact learning. In Experiment 1, 72 students were assigned randomly to one cell of a 4 × 2 design.
Students studied a standard text, a text with key ideas extracted, an outline that localized ideas topically, and a matrix
that localized ideas topically and categorically. One version of the displays signaled the displays’ organization and one
version did not. The matrix display proved best for facilitating fact and relationship learning because of its ability to
localize related information within topics and categories. Simply signaling or extracting text ideas was not helpful. Experiment
2 demonstrated that not all matrices are created equal because they can vary in terms of how information is localized. About
54 students were assigned randomly to one cell of a 2 × 2 design that varied localization of matrix topics and categories.
Students studied matrices high or low in topical organization and high or low in categorical organization. Results confirmed
that a high, natural ordering of matrix topics is necessary to highlight relationships and bolster relationship and fact learning. 相似文献
996.
Catherine A. Fiorello S. Kenneth Thurman Jennifer Zavertnik Robert Sher Schehera Coleman 《Psychology in the schools》2009,46(6):489-500
The broad cognitive abilities defined by the Cattell–Horn–Carroll (CHC) theory have been shown to predict school achievement. However, the ecological validity of these constructs has not been studied in classroom settings. This study compares ratings by a sample of teachers (n = 53) and school psychologists (n = 86) of the importance of the CHC cognitive abilities in the classroom. The scale demonstrated adequate reliability (total scale α = .93, median α = .74), although evidence of construct validity varied between teachers and school psychologists. Both teachers and school psychologists rated quantitative ability, crystallized knowledge, and fluid reasoning as most important to school success. However, school psychologists rated short‐term memory and quantitative ability as more important than did the teachers. Importance of these differences for consultation is discussed. © 2009 Wiley Periodicals, Inc. 相似文献
997.
Kenneth Kidd 《Children‘s Literature in Education》2009,40(3):197-216
This essay calls for a fresh critical approach to the topic of censorship, suggesting that anticensorship efforts, while important
and necessary, function much like literary prizing. The analysis draws especially on James English’s recent study The Economy of Prestige. There are two central arguments: first, that the librarian ethic of “selection”––introduced by Lester Asheim in 1953 as
a counterpoint to censorship––has contributed to the unfortunate construction of the censor as a “moron”; and second, that
anticensorship efforts more generally tend toward uncritical canon-making, attributing value to books simply because they’ve
been censored or (more typically) challenged.
相似文献
Kenneth KiddEmail: |
998.
Rory A. Lazowski Kenneth E. Barron Jeff J. Kosovich Chris S. Hulleman 《Educational Measurement》2016,35(3):26-29
In an article published in Educational Measurement: Issues and Practice, Gaertner and McClarty (2015) discuss a college readiness index based, in part, on nonacademic or noncognitive factors measured in middle school. Such an index is laudable as it incorporates important constructs beyond academic achievement measures that may be important in assessing college readiness. It also holds potential in identifying areas of need at a critical time and can theoretically inform important interventions that may be necessary prior to the later stages of high school. However, one of the noncognitive factors—motivation—appeared to be theoretically incomplete, underrepresented, and contained items irrelevant to the construct of academic motivation. We offer our concerns about the validity of this factor as measured by the index and the associated implications about the consequences of using this to inform educational interventions. Through this commentary, we hope to offer constructive feedback on future research that can build upon Gaertner and McClarty's important work. 相似文献
999.
1000.
Kenneth J. Varnum 《International Information and Library Review》2017,49(3):201-206
It can be difficult to keep up with library technology, let alone with technology in general. This essay describes several technology trends (virtual reality, augmented reality, the Internet of Things, and adoption of a “buy the data, build the interface” approach to service provision) that librarians should be aware of as they are likely to prove foundational to the services libraries will offer, as well as the services library users will expect. 相似文献