全文获取类型
收费全文 | 387篇 |
免费 | 8篇 |
专业分类
教育 | 250篇 |
科学研究 | 13篇 |
各国文化 | 1篇 |
体育 | 38篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 89篇 |
出版年
2023年 | 9篇 |
2022年 | 4篇 |
2021年 | 13篇 |
2020年 | 11篇 |
2019年 | 14篇 |
2018年 | 29篇 |
2017年 | 23篇 |
2016年 | 28篇 |
2015年 | 11篇 |
2014年 | 13篇 |
2013年 | 105篇 |
2012年 | 18篇 |
2011年 | 8篇 |
2010年 | 3篇 |
2009年 | 4篇 |
2008年 | 2篇 |
2007年 | 5篇 |
2006年 | 6篇 |
2005年 | 2篇 |
2004年 | 5篇 |
2003年 | 2篇 |
2002年 | 11篇 |
2001年 | 2篇 |
2000年 | 7篇 |
1998年 | 4篇 |
1996年 | 3篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1988年 | 1篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1973年 | 2篇 |
1971年 | 2篇 |
1969年 | 1篇 |
1967年 | 2篇 |
1964年 | 1篇 |
1962年 | 1篇 |
1955年 | 1篇 |
1890年 | 1篇 |
排序方式: 共有395条查询结果,搜索用时 15 毫秒
101.
Contrasting adult literacy learners with and without specific learning disabilities This study of 311 adult education (AE) learners found 29% self-reported having a specific learning disability (SLD). Significant differences in demographic, academic, and life experience variables between the adult learners with and without SLD included: prior participation in special education, having both an SLD diagnosis and a high school diploma, low reading scores, middle age, and negative perceptions about limitations due to reading abilities. A post-hoc regression analysis found SLD status significantly contributes to variance in reading level when controlling for age and IQ. From these findings we conclude that SLD status should be considered an educationally relevant variable in adult education that warrants a diagnostic or clinical teaching approach. 相似文献
102.
103.
104.
105.
This article describes an outreach activity developed and coordinated by academic librarians as part of a state program for low-income middle school students. Rather than offering a traditional library tour, the library organizers wanted to provide the middle school students with a meaningful experience that would encourage active participation, critical thinking, and alleviate library anxiety. As a spin on the traditional tour, students applied an ethnographic approach to learning about the library. The authors describe the development and implementation of the activity and provide recommendations for other librarians involved in outreach to K–12 students. 相似文献
106.
107.
Derek R. Becker Megan M. McClelland Paul Loprinzi Stewart G. Trost 《Early education and development》2014,25(1):56-70
Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path analyses indicated that higher active play was associated with better self-regulation, which in turn was associated with higher scores on early reading and math assessments. Practice or Policy: Results point to the benefits of active play for promoting self-regulation and offer insight into possible interventions designed to promote self-regulation and academic achievement. 相似文献
108.
Hanna Dumont Kai Maaz Marko Neumann Michael Becker 《Zeitschrift für Erziehungswissenschaft》2014,17(2):141-165
Based on a theoretical model, which distinguishes between primary and secondary effects following Boudon, the present paper summarizes empirical evidence regarding the impact of family background on the transition from elementary into secondary school. In doing so, three types of secondary effects are distinguished: secondary effects of school grades, teacher recommendations, and the transition itself. The empirical literature suggests that both primary and secondary effects exist in the German school system: In addition to having lower achievement, children from disadvantaged backgrounds receive lower grades and fewer recommendations for higher tracks and are less likely to attend a high track even when controlling for their achievement. The paper closes by presenting findings from studies analyzing the relative importance of primary and secondary effects and a discussion on how effects of family background on the transition into secondary school can be reduced. 相似文献
109.
The article focuses on the question how competencies of students with different social backgrounds develop during elementary and secondary school. In particular, it addresses if achievement disparities which exist before school entrance increase, remain stable, or even diminish during schooling. The article draws on both national and international studies with longitudinal designs examining the achievement development of students of different social backgrounds during primary or secondary school. Although the results are mixed to some extent, a large part indicates that differences in achievement increase during the time of schooling. The evidence seems more consistent for achievement development during elementary school. Additionally, there is some indication that schools and features of the educational system contribute to increasing achievement disparities between students of different social backgrounds. 相似文献
110.
Jake C. Steggerda Samantha J. Gregus James T. Craig Hali McMillan Timothy A. Cavell 《Psychology in the schools》2023,60(1):214-233
The extent to which teachers make changes in classroom seating reflects, in part, the degree to which they value promoting positive peer relationships in the classroom. We assessed the frequency with which teachers made both minor (i.e., involving only 2–3 students) and major (involving half or more students in the class) changes in classroom seating. We tested whether the frequency of seating changes was linked to teachers' beliefs about promoting positive peer relationships, their attunement to child- or peer-reports of peer victimization, and their concern about bullying at the school. Participants were 37 fourth-grade teachers and their students (N = 677). The frequency of major seating changes was negatively associated with teachers' peer-focused classroom seating (PFCS) beliefs and to their attunement to student peer victimization. Minor seating changes were positively associated with PFCS beliefs for teachers with low or average attunement to peer victimization; however, teachers highly attuned to peer victimization made fewer minor seating changes regardless of their PFCS beliefs. Implications for research and practice are discussed. 相似文献