全文获取类型
收费全文 | 1232篇 |
免费 | 29篇 |
国内免费 | 2篇 |
专业分类
教育 | 1030篇 |
科学研究 | 34篇 |
各国文化 | 21篇 |
体育 | 50篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 122篇 |
出版年
2023年 | 6篇 |
2021年 | 9篇 |
2020年 | 16篇 |
2019年 | 39篇 |
2018年 | 36篇 |
2017年 | 49篇 |
2016年 | 49篇 |
2015年 | 33篇 |
2014年 | 40篇 |
2013年 | 254篇 |
2012年 | 22篇 |
2011年 | 21篇 |
2010年 | 19篇 |
2009年 | 36篇 |
2008年 | 35篇 |
2007年 | 31篇 |
2006年 | 27篇 |
2005年 | 28篇 |
2004年 | 28篇 |
2003年 | 33篇 |
2002年 | 27篇 |
2001年 | 23篇 |
2000年 | 32篇 |
1999年 | 25篇 |
1998年 | 21篇 |
1997年 | 16篇 |
1996年 | 26篇 |
1995年 | 18篇 |
1994年 | 23篇 |
1993年 | 12篇 |
1992年 | 23篇 |
1991年 | 16篇 |
1990年 | 12篇 |
1989年 | 16篇 |
1988年 | 15篇 |
1987年 | 14篇 |
1986年 | 11篇 |
1985年 | 16篇 |
1984年 | 16篇 |
1983年 | 7篇 |
1982年 | 10篇 |
1981年 | 19篇 |
1980年 | 4篇 |
1979年 | 6篇 |
1978年 | 5篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1974年 | 7篇 |
1970年 | 5篇 |
1889年 | 3篇 |
排序方式: 共有1263条查询结果,搜索用时 31 毫秒
21.
Abigail S. Hoffman Jill V. Hamm Kerrylin Lambert Judith Meece 《Journal of Experimental Education》2020,88(4):559-577
AbstractThis study focused on academic and social correlates of collaborator preferences of African American and White sixth-graders in mathematics classrooms in fall and spring. Students’ appraisals of emotional risk were examined as a moderator. Nomination procedures identified collaborator preferences, group affiliations, and social centrality; students self-reported engagement and emotional risk; school records provided achievement scores. Results indicated students preferred group affiliates, but not exclusively, as collaborators. Students with greater centrality, achievement, and engagement received more nominations. In the fall, high achievers received more nominations when appraisals of risk were high; whereas, engaged students whose appraisals of risk were low received more nominations. Results are interpreted in relation to coordinating social and academic factors in peer collaboration. 相似文献
22.
Bruce Fuller Gretchen Caspary Sharon Lynn Kagan Christiane Gauthier Danny Shih-Cheng Huang Judith Carroll Jan McCarthy 《Early childhood research quarterly》2002,17(4):240
Various initiatives over the past 40 years have aimed to strengthen children’s early learning and social development. One policy theory—manifest in recent welfare reforms—postulates that requiring single mothers to work more outside the home will advance children’s well-being. We first examine whether young children’s social development is related to maternal employment among 405 women who entered welfare-to-work programs in 1998. For girls, age 24–42 months, we found that their mother’s recent employment duration was significantly associated with a lower incidence of aggressive behavior and inattentiveness, measured by two scales from the Child Behavior Checklist (CBCL 2/3). Yet these relationships with employment were weaker than more robust associations observed for proximal child-rearing practices, including the frequency of reading with the child, enforcing a regular bedtime, the propensity to spank the child, as well as levels of maternal depression. We then assess whether broader measures of the mother’s economic security help to predict these proximal determinants of development. We observed that food security and indicators of job quality consistently predicted the proximal factors. Structural equation models (SEM) provided additional evidence that these broader indicators of economic security, but not recent employment per se, operated through parenting practices and maternal depression to influence girls’ and boys’ social development. These results are consistent with recent findings from random-assignment experiments, showing that employment gains rarely affect child outcomes unless mothers’ income and broader economic security also improve. 相似文献
23.
24.
Lothian JA 《The Journal of perinatal education》2007,16(1):29-31
A student in a Lamaze Childbirth Educator Program expresses concern that some Lamaze Certified Childbirth Educators (LCCE educators) do not teach classes that reflect Lamaze standards. In this column, the ethical and professional standards of the LCCE educator and the challenges the childbirth educator experiences while practicing in the current maternity-care environment are presented and discussed. Lamaze International's Code of Ethics for Lamaze Certified Childbirth Educators provides guidance when dealing with these challenges. 相似文献
25.
The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of
children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming,
phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses
conducted within the framework of item response theory showed one latent ability to underlie the different sets of items,
which nevertheless differed in difficulty. Analyses in terms of the children’s ability further showed the phonological awareness
measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children’s
level of ability. The conclusion that it is possible to accurately monitor the development of children’s phonological awareness
in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening
for reading problems and dyslexia. 相似文献
26.
Rogers Kaliisa Edward Palmer Julia Miller 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):546-561
The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways. 相似文献
27.
28.
29.
30.