全文获取类型
收费全文 | 381篇 |
免费 | 11篇 |
专业分类
教育 | 331篇 |
科学研究 | 9篇 |
各国文化 | 9篇 |
体育 | 11篇 |
文化理论 | 1篇 |
信息传播 | 31篇 |
出版年
2020年 | 4篇 |
2019年 | 11篇 |
2018年 | 18篇 |
2017年 | 15篇 |
2016年 | 11篇 |
2015年 | 6篇 |
2014年 | 15篇 |
2013年 | 64篇 |
2012年 | 11篇 |
2011年 | 10篇 |
2010年 | 5篇 |
2009年 | 9篇 |
2008年 | 7篇 |
2007年 | 9篇 |
2006年 | 7篇 |
2005年 | 11篇 |
2004年 | 6篇 |
2003年 | 6篇 |
2002年 | 6篇 |
2000年 | 7篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1993年 | 6篇 |
1992年 | 8篇 |
1991年 | 2篇 |
1990年 | 12篇 |
1989年 | 7篇 |
1988年 | 7篇 |
1987年 | 7篇 |
1986年 | 7篇 |
1985年 | 4篇 |
1984年 | 2篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 5篇 |
1979年 | 9篇 |
1978年 | 8篇 |
1977年 | 4篇 |
1976年 | 5篇 |
1975年 | 6篇 |
1973年 | 4篇 |
1972年 | 3篇 |
1971年 | 2篇 |
1968年 | 4篇 |
1964年 | 3篇 |
1963年 | 2篇 |
1956年 | 2篇 |
排序方式: 共有392条查询结果,搜索用时 15 毫秒
1.
2.
Oh and LaRose (2016) contended that problem severity and channel publicness shape support seekers’ goals, time spent composing messages, and the sophistication of those messages. The current study seeks to replicate and extend Oh and LaRose’s study to produce a more accurate understanding of the factors that influence the sophistication of support-seeking messages online. Support seekers’ goals varied according to the severity of a stressor and the publicness of a channel, and the amount of time people spent composing a message influenced its sophistication. We extend the original study by examining associations that were not initially tested. Time spent composing messages mediated the influence of problem severity on the quality of people’s messages, and this effect was moderated by channel publicness. 相似文献
3.
4.
Christina Hamme Peterson Sean B. Hall Juleen K. Buser 《Counselor Education & Supervision》2016,55(2):80-94
Counselors (N = 911) reported the research skills needed for practice and subsequent research training needs. Findings indicate that counselors have a high need for research skills at work, but training needs differ significantly by counselor type. Recommendations include increasing emphasis on single‐case design, survey design, and widely available data analysis tools. 相似文献
5.
Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献
6.
Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed. 相似文献
7.
8.
The purpose of this study was to determine whether motor activity, previously assumed necessary to induce imagery in young children's associative learning, actually has to be executed. The results of our experiment with kindergartners clearly suggest not: In conditions where subjects simply planned to the potential motor activity (without executing it), learning was enhanced. Further, the temporal proximity of the planning to the potential motor activity did not prove to be important. These results, combined with those from 2 follow-up experiments, give rise to the speculation--among others--that young children can be "tricked" into imagery generation through appropriately worded instructions. 相似文献
9.
Putten Jim Vander McLendon Michael K. Peterson Marvin W. 《Research in higher education》1997,38(1):131-149
Evidence of substantial growth in unionization among university noninstructional staff over the past 20 years (Hurd and Woodhead, 1987) and the emergence of a quality movement in higher education linking employee attitudes toward the work environment with increased productivity point to the need for additional research into union and nonunion staff perceptions of the work environment. This paper describes a conceptually oriented, exploratory study of the university work environment as perceived and defined by union and nonunion noninstructional staff. 相似文献
10.
This study draws on recent research on the central role of representation in learning. While there has been considerable research
on students’ understanding of evaporation, the representational issues entailed in this understanding have not been investigated
in depth. The study explored students’ engagement with evaporation phenomena through various representational modes. The study
indicates how a focus on representation can provide fresh insights into the conceptual task involved in learning science through
an investigation of students’ responses to a structured classroom sequence and subsequent interviews over a year. A case study
of one child’s learning demonstrates the way conceptual advances are integrally connected with the development of representational
modes. The findings suggest that teacher-mediated negotiation of representational issues as students construct different modal
accounts can support enriched learning by enabling both (a) richer conceptual understanding by students, and (b) enhanced
teacher insights into students’ thinking. 相似文献