全文获取类型
收费全文 | 353篇 |
免费 | 5篇 |
专业分类
教育 | 292篇 |
科学研究 | 8篇 |
各国文化 | 6篇 |
体育 | 12篇 |
文化理论 | 1篇 |
信息传播 | 39篇 |
出版年
2020年 | 8篇 |
2019年 | 10篇 |
2018年 | 14篇 |
2017年 | 19篇 |
2016年 | 9篇 |
2015年 | 6篇 |
2014年 | 24篇 |
2013年 | 76篇 |
2012年 | 12篇 |
2011年 | 12篇 |
2010年 | 6篇 |
2009年 | 11篇 |
2008年 | 11篇 |
2007年 | 11篇 |
2006年 | 7篇 |
2005年 | 3篇 |
2004年 | 13篇 |
2002年 | 12篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 1篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1993年 | 7篇 |
1992年 | 5篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1985年 | 4篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1964年 | 1篇 |
1963年 | 1篇 |
1956年 | 1篇 |
1917年 | 1篇 |
1916年 | 1篇 |
1915年 | 1篇 |
排序方式: 共有358条查询结果,搜索用时 15 毫秒
101.
102.
Gary McCulloch 《British Journal of Educational Studies》2002,50(1):100-119
This article explores disciplinary approaches to educational studies over the past fifty years, in particular those developed by exponents of the 'foundation disciplines' of history, philosophy, psychology and sociology. It investigates the establishment of the disciplines during the first half of the period, and their consolidation, survival, and adaptation since the 1970s in a rapidly changing educational and political context. The nature of the contribution of the disciplines, both separately and together, to the study of education is assessed. The article also considers the role of the disciplines in stimulating a pluralist and eclectic approach to the study of education, as opposed to the notion of a unitary and autonomous field of knowledge represented as 'educational research'. 相似文献
103.
104.
105.
Jeanne S. Chall 《Annals of dyslexia》1987,37(1):240-251
A comparison of the development of reading ability among adults with that of children—from the lowest levels of literacy to
the most advanced. Included in the comparison are characteristics of adults at each level of development, the kind of instruction
that will help bring them from lower to higher levels, and the particular difficulties they experience at the various levels.
The article concludes with a historical overview of the changes in literacy standards and needs in the United States and the
growing recognition that among the adult illiterates, particularly native English speakers who have very limited reading skills,
are large numbers who have dyslexia.
This article is based, in part, on an earlier paper, “New Views on Developing Basic Skills with Adults,” presented at the
National Conference on Adult Literacy, Washington, D.C., January, 1984. 相似文献
106.
Jeanne S. Chall 《Annals of dyslexia》1997,47(1):257-263
This paper was first written as a talk to the Orton Dyslexia Society, in response to present reading reforms in California
and elsewhere. A historical context is provided which suggests that such reforms are but a small chapter in a long-standing
tension between code emphasis and meaning emphasis approaches to reading. This tension has been fueling debate for an entire
century, with outcomes at any given point apparently decided as much by fashion and politics as by research and experience.
More collaboration is called for between remedial specialists and “regular education” teachers, to reduce the incidence of
children who require special help. 相似文献
107.
Economic Deprivation and Early Childhood Development 总被引:53,自引:0,他引:53
We consider 3 questions regarding the effects of economic deprivation on child development. First, how are developmental outcomes in childhood affected by poverty and such poverty correlates as single parenthood, ethnicity, and maternal education? Second, what are the developmental consequences of the duration and timing of family economic deprivation? And, third, what is the comparative influence of economic deprivation at the family and neighborhood level? We investigate these issues with longitudinal data from the Infant Health and Development Program. We find that family income and poverty status are powerful correlates of the cognitive development and behavior of children, even after accounting for other differences—in particular family structure and maternal schooling—between low- and high-income families. While the duration of poverty matters, its timing in early childhood does not. Age-5 IQs are found to be higher in neighborhoods with greater concentrations of affluent neighbors, while the prevalence of low-income neighbors appears to increase the incidence of externalizing behavior problems. 相似文献
108.
In this position paper-one of six care practice papers published by Lamaze International and reprinted here with permission-the benefit of continuous labor support is discussed and presented as an evidence-based practice that helps promote, protect, and support normal birth. The paper is written for childbearing women and their families. Women with continuous support are less likely to have a cesarean, an instrument delivery, and regional anesthesia. They are also less likely to report dissatisfaction with or negatively rate their childbirth experience. The value of the doula for both the laboring woman and her labor partner is discussed. The accompanying commentary-written by a leading proponent of maternity care practices-supports evidence that promotes continuous labor support. Lamaze International encourages women to plan for a supportive birth environment that includes continuous support. 相似文献
109.
110.
Shawn Kent Jeanne Wanzek Yaacov Petscher Stephanie Al Otaiba Young-Suk Kim 《Reading and writing》2014,27(7):1163-1188
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed. 相似文献