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111.
For the multilingual author, switching between two or more languages is not an arbitrary act, nor is it simply an attempt to mimic the speech of his or her community; code‐switching results from a conscious decision to create a desired effect and to promote the validity of the author's heritage language. This article looks at code‐switching in literary texts between Spanish and English, English and Chinese, and English and Jemez, a Native American language. Incorporating native and heritage languages along with English within a literary work, usually through code‐switching, creates a multiple perspective and enhances an author's ability to express his or her subject matter. 相似文献
112.
Holly A. Filcheck Cheryl B. McNeil Laurie A. Greco Rebecca S. Bernard 《Psychology in the schools》2004,41(3):351-361
The Level System is a whole‐classroom approach for managing disruptive behavior that utilizes behavioral management strategies such as a token economy, response cost, stimulating rewards, and strategic attention. Using an ABACC′ treatment comparison design with follow‐up, this study evaluated the effectiveness of the Level System in a preschool classroom compared to (a) strategies already employed by the teacher, and (b) coaching the teacher in the Child‐Directed Interaction (CDI) and Parent‐Directed Interaction (PDI) phases of Parent–Child Interaction Therapy (PCIT). Teacher‐ and parent‐report measures were administered, and behavioral observation data were collected for child and teacher behavior using videotapes. Results suggested that the amount of inappropriate behavior exhibited by children decreased when the Level System was implemented. Additionally, inappropriate behavior decreased further during the CDI and PDI conditions. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 351–361, 2004. 相似文献
113.
Jared A. Danielson Eric M. Mills Pamela J. Vermeer Vanessa A. Preast Karen M. Young Mary M. Christopher Jeanne W. George R. Darren Wood Holly S. Bender 《Educational technology research and development : ETR & D》2007,55(5):499-520
Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), Educational Technology Research and Development, 51(3), 63–81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning
diagnostic problem solving. In studies 1 and 2, groups of 126 and 113 veterinary students, respectively, used the dP to complete
case-based homework; groups of 120 and 199, respectively, used an alternative method. Students in the dP groups scored significantly
higher (p = .000 and .003, respectively) on final exams than those in control groups. In the third study, 552 veterinary students responding
to a questionnaire indicated that the dP’s gating and data synthesis activities aided learning. The dP’s feedback and requirement
of completeness appear to aid learning most. 相似文献
114.
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116.
Holly Hebert 《Public Services Quarterly》2013,9(3):196-197
This case study shares the experience of building an in-house faculty publications database that was spearheaded by the Touro College and University System library in 2010. The project began with the intention of contributing to the college by collecting the research accomplishments of our faculty and staff, thereby also increasing library visibility and faculty interaction. Since then the project has grown immensely and has gained momentum throughout the college. With the endorsement of the Office of the President, the library has started publishing an annual book with the bibliography of its faculty publications. The authors relate their experience so that other libraries can duplicate the success and avoid the problems of their library's venture. 相似文献
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118.
Based on data collected from a year-and-a-half-long qualitative research project, this case study examines the early college
experiences and identity negotiations of one urban-schooled Latino participant as he navigated a predominately White state
university in his hometown. Recognizing the university as a figured world, this study highlights two emblematic personal encounters
that positioned him in inferior ways. It also offers a counter-example of a rhetoric professor who positioned him in positive
ways and contributed to his academic success. Implications are framed in an argument for the inclusion of identity studies
and positioning theory in order to better contextualize urban-schooled Latina/os’ early college experiences. 相似文献
119.
Three male students between 10 and 13 years of age, who possessed WISC‐R Full Scale IQ's of greater than 120 and documented problems in decoding skills were assessed with respect to cognitive processing abilities (Cognitive Assessment System) and found to have marked deficits in successive coding. A process based remedial program, combining global training on tasks requiring successive processing with tasks involving the application of successive processing to decoding in reading, was implemented within approximately six weeks (15 hours) of training. The remedial program included guided practice and verbal mediation to assist students to internalize and generalize the cognitive strategies. Improvements following remediation were manifested uniquely for each of the students. The differences appeared to be related to the entry skill levels and preferred strategies of each student, as well as to the dimensions of attention and motivation. Results offer an extension of cognitive theory regarding the functioning of students, and may also provide an assessment option allowing earlier identification and remediation for such students. 相似文献
120.
AbstractDespite significant advances in the diagnostics and treatment of knee injuries over the last decade, several challenges related to the subject “return to sport” remain largely unknown. For example, how should “return to sport” be defined precisely? What is the optimal timing and progression to enable a return to sport? Which criteria should be used during this process? What type of training is indicated? Which measurements can support the decision-making process? How do we optimally prepare athletes for competition without risking re-injury?This paper critically addresses these questions, and proposes a return to play model to prepare football players to compete after major knee surgery (anterior cruciate ligament reconstruction, cartilage repair). The goal is to re-integrate the player gradually into the game, taking into account his individual characteristics. Several evidence-based and empirical criteria are needed to plan and monitor the efficient return to competitive football. Injury-prevention education should be part of this process to maximise the chance of a durable career and decrease the risk of re-injury.However, because of the paucity of research on “return to sport”, further research is more than warranted. 相似文献