全文获取类型
收费全文 | 1525篇 |
免费 | 26篇 |
国内免费 | 3篇 |
专业分类
教育 | 1134篇 |
科学研究 | 79篇 |
各国文化 | 19篇 |
体育 | 150篇 |
文化理论 | 12篇 |
信息传播 | 160篇 |
出版年
2022年 | 8篇 |
2021年 | 17篇 |
2020年 | 39篇 |
2019年 | 54篇 |
2018年 | 64篇 |
2017年 | 86篇 |
2016年 | 64篇 |
2015年 | 56篇 |
2014年 | 46篇 |
2013年 | 344篇 |
2012年 | 47篇 |
2011年 | 50篇 |
2010年 | 36篇 |
2009年 | 44篇 |
2008年 | 45篇 |
2007年 | 43篇 |
2006年 | 32篇 |
2005年 | 27篇 |
2004年 | 27篇 |
2003年 | 14篇 |
2002年 | 30篇 |
2001年 | 17篇 |
2000年 | 24篇 |
1999年 | 13篇 |
1998年 | 17篇 |
1997年 | 21篇 |
1996年 | 25篇 |
1995年 | 23篇 |
1994年 | 28篇 |
1993年 | 17篇 |
1992年 | 10篇 |
1991年 | 7篇 |
1990年 | 13篇 |
1989年 | 11篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1986年 | 12篇 |
1985年 | 6篇 |
1984年 | 11篇 |
1983年 | 12篇 |
1982年 | 8篇 |
1981年 | 10篇 |
1980年 | 9篇 |
1979年 | 7篇 |
1978年 | 10篇 |
1976年 | 6篇 |
1975年 | 8篇 |
1974年 | 6篇 |
1973年 | 5篇 |
1971年 | 5篇 |
排序方式: 共有1554条查询结果,搜索用时 15 毫秒
151.
Scott D. Winnail Lynn M. Artz Brian F. Geiger Cynthia J. Petri Rebecca Bailey J. W. Mason 《Early Childhood Education Journal》2001,28(4):231-236
This study addresses the health of young children and how to safely and effectively care for children with diarrhea in the home and in early child care settings. A baseline survey showed the prevalence of oral rehydration solution (ORS) usage at last diarrhea bout to be low. An educational workshop was developed to train parents and child care professionals on how to properly manage young children with diarrhea and reduce the risk of diarrhea spread at home and in early childhood settings. Specific intervention activities are discussed and program activities, including specially designed materials for mixing homemade ORS are described. A comparison of pre- and postintervention data indicates substantial gains in knowledge among both urban and rural populations. Implications of research findings are discussed along with suggestions for future research. 相似文献
152.
153.
154.
Brian A. Davies 《International journal for the advancement of counseling》2000,22(4):335-342
Instructions for Authors
Instructions for Authors 相似文献155.
156.
Panayota Mantzicopoulos Brian F. French Helen Patrick J. Samuel Watson Inok Ahn 《Educational Assessment》2018,23(1):24-46
To meet recent accountability mandates, school districts are implementing assessment frameworks to document teachers’ effectiveness. Observational assessments play a key role in this process, albeit without compelling evidence of their psychometric rigor. Using a sample of kindergarten teachers, we employed Generalizability theory to investigate (across teachers, raters, and lessons) the stability of scores obtained with two different observation measures: The CLASS K-3 and the FFT. We conducted a series of Decision studies to document (for both measures’ constituent domains) the number of lessons per teacher and raters per lesson that would justify the use of observation scores for high stakes decisions. Acceptable, stable scores for individual-level decisions about teachers may generally require more raters and lessons than is typically used in practice (1–2 raters and fewer than 3 lessons). The considerable variability of observation-based scores raises concerns about either measure’s appropriateness for making individual or group decisions about teachers’ effectiveness. 相似文献
157.
This paper reports on two inter-related studies that examined the use of non-traditional writing strategies within secondary school science classrooms. The first study involved Year 10 students who incorporated one letter writing experience into the learning sequence when studying genetics. The second study was with Year 9 students who used both a non-traditional laboratory writing heuristic and letter writing as part of the learning sequence when studying a topic on light. The same teacher was involved in both case studies. A higher-level analogy question was added to the teacher-prepared tests for each study to examine if students who participated in writing-to-learn activities were able to perform significantly better as a group than a group of students who completed traditional teacher directed laboratory activities and note-taking. Results indicate that for the first study there was not a significant difference using t-test analysis, while for the second study involving two writing treatments there was a statistically significant difference using t-test analysis. There was no statistically significant difference in responses between treatment and control groups when answering low level recall questions for either case study. Student interviews indicated awareness by students of the metacognitive value gained by using the non-traditional writing types. 相似文献
158.
Tertiary Education and Management - Community engagement as a public mission of higher education is widely accepted in South Africa. This is articulated in White Paper 3 on the transformation of... 相似文献
159.
160.
Brian Hansford 《Asia-Pacific Journal of Teacher Education》1992,20(2):113-120
The quality of teacher education programs and teacher educators has frequently been questioned in the research literature, government reports and general media releases. As a consequence, the image of teacher education is not as positive as it should be in both tertiary institutions and the wider community. The current paper focuses on the perceptions held by a sample of 47 teachers. Some of the reported perceptions are quite negative and it is important that teacher educators and teacher education associations endeavour to address the problem as to how a more positive image of teacher education can be projected. 相似文献