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71.
The first goal of this study was to look at the representation of educational and school psychology in introductory psychology textbooks. Research into the representation of other sub‐fields of psychology has been conducted but no research has looked specifically at educational or school psychology. The second goal was to compare the representation of educational and school psychology in introductory psychology textbooks to see if one or the other is receiving more coverage. Third, the textbooks with the most coverage were listed in order to aid educational and school psychologists teaching introductory psychology courses in selecting textbooks that adequately cover material from their sub‐fields. A total of 57 introductory psychology textbooks were content analyzed: 65% of the introductory psychology textbooks had educational psychology material and 65% had school psychology material. However, in the textbooks containing this material the educational and school psychology material made up only .29% and .19% of the textbooks’ total content. 相似文献
72.
C. Melanie Schuele Joanne Erwick Roberts Jill Fitzgerald Patti Lucas Moore 《Early Childhood Education Journal》1993,21(2):13-21
Recent research on the literacy development of children during the preschool years has emphasized the notion of “emergent
literacy,” according to authors Kontos (1986) and Teale and Sulzby (1986). According to this view, preschool children learn
about reading and writing as they participate in a literate culture. Early social interactions involving print are crucial
to children's reading and writing development, according to the Early Childhood and Literacy Development Committee (1986). 相似文献
73.
For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7–13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (autism language disorder [ALD]) were engaged in shared reading and reading discussion more frequently than were TD children and children with ASD and age‐appropriate language skills (autism language normal [ALN]). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading were positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics, and parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
Highlights
What is already known about this topic- The home literacy environment (HLE) impacts the reading development of typically developing children.
- Many children with autism spectrum disorders (ASD) have reading difficulties, but little is known about the HLE of children with ASD.
- We examined the relationship between the HLE and reading for children with ASD.
- Poorer readers with ASD were engaged in shared reading practices more frequently than proficient readers.
- Children with ASD engaged in shared reading practices for a shorter duration than their typically developing peers.
- Home literacy practices appear to reflect child characteristics.
- Parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
74.
Norman Lucas 《Teaching Education》2013,24(2):93-106
This paper is a critique of the initial teacher education (ITE) of further and adult education teachers in the UK. It argues that the employer‐led, national standards model in the UK is not the basis for ITE and professional development because it takes no account of learning in the workplace, disregards the multi‐specialist and professional dimensions of professional practice and marginalizes the importance of knowledge. In the critique of the “standards‐led model” the paper draws upon research and ideas on work‐based learning, seeing the learning of teachers in the workplace as a complex relationship with many “experts” in multiple, often conflicting learning contexts. The paper stresses the importance of seeing work‐based learning as more than just “learning by doing” to one that sees it as an intentional structuring of participatory activity. In other words, a “pedagogy of the workplace”. Finally the paper suggests that learning is not just a process of “participation”, but a learning zone where different types of knowledge and pedagogy are learnt and transformed. In highlighting the importance of knowledge the paper draws upon theories of professional knowledge that suggests that certain types of knowledge cannot be gained in the workplace alone, therefore focusing on the issues of the different types of knowledge, their acquisition and their transformation or recontextualisation. 相似文献
75.
Laura E. Plybon Heidi Holmer Alexis Hunter Charity Sheffield Christopher Stephens Lucas Cavolo 《Sex education》2013,13(4):437-448
Research examining the association between body image and sexual risk-taking has been mostly limited to clinical and/or White female samples. It is unclear whether body image plays a role in sexual risk-taking among African American early adolescent females. Moreover, research has neglected to consider body image within a cultural and ethnic framework. A positive sense of Afrocentric appearance may influence, either positively or negatively, sexual attitudes and behaviors among African American early adolescent girls. The purpose of this study, conducted with 156 urban African American early adolescent females, was to examine the relationships among body image, Afrocentric appearance, and sexual refusal self-efficacy. Results found no significant association between body image and sexual refusal self-efficacy. However, structural equation modeling found that a positive sense of Afrocentric appearance significantly predicted increased sexual refusal self-efficacy. Implications of this study in regard to culturally-based teenage pregnancy prevention and education initiatives are discussed. 相似文献
76.
William A. Lucas Robert K. Yin Fred B. Wood Walter S. Baer Michael Botein Leland L. Johnson 《Communication Booknotes Quarterly》2013,44(11):2-4
William A. Lucas and Robert K. Yin's Serving Local Needs with Telecommunications (Santa Monica, Calif: Rand Corporation Report R-1345-MF, November 1973—$3.00, paper). Fred B. Wood's The Potential for Congressional Use of Emergent Telecommunications: An Exploratory Assessment (Washington, D.C.: George Washington University, Program of Policy Studies in Science and Technology, May 1974—apparently free on request) Walter S. Baer, Michael Botein, Leland L. Johnson, Carl Pilnick, Monroe E. Price, and Robert K. Yin's Cable Television: Franchising Considerations (New York: Crane, Russak, & Co., 1974-=T13.50) Charles G. Woodard's Cable Television: Acquisition and Operation of CATV Systems (New York: McGraw-Hill, 1974—$27.50) Planning Interconnection Systems: Options for the Twin Cities Metropolitan Area (Washington, D.C.: Cable Television Information Center, 2100 M St. N.W., 1974-47.50, paper) Cablelines (Cable Communications Resource Center, 1900 L St., N.W., Washington, D.C. 20036—monthly/free on request) 相似文献
77.
Martin C.J. Elton William A. Lucas David W. Conrath Harold Issadore Sharlin 《Communication Booknotes Quarterly》2013,44(9):178-180
Martin C.J. Elton, William A. Lucas, and David W. Conrath, eds. Evaluating New Telecommunications Services (New York: Plenum Press, 1978—$59.50) Harold Issadore Sharlin, Lord Kelvin: The Dynamic Victorian (University Park: Pennsylvania State University Press, 1979 —$16.00) 相似文献
78.
79.
Ashley G. Lucas 《Clearing house (Menasha, Wis.)》2013,86(6):211-216
This qualitative study examines how a group of social studies teachers working in a suburban middle school with a predominantly affluent and white student body conceptualize multicultural and global education. The data reveals that several of the teachers experienced difficulties conceptualizing multicultural and global education, used them interchangeably, and did not articulate their importance to their students. In addition to interviews with teachers, classroom observations were conducted to see how they addressed multicultural and global education in class. The outcomes of this study indicate that pre-service and in-service teacher education should pay attention to delineating the distinct purposes of multicultural and global education and how these concepts can be infused into a social studies curriculum. 相似文献
80.