全文获取类型
收费全文 | 758篇 |
免费 | 31篇 |
专业分类
教育 | 622篇 |
科学研究 | 22篇 |
各国文化 | 10篇 |
体育 | 76篇 |
文化理论 | 4篇 |
信息传播 | 55篇 |
出版年
2022年 | 4篇 |
2021年 | 13篇 |
2020年 | 18篇 |
2019年 | 26篇 |
2018年 | 45篇 |
2017年 | 40篇 |
2016年 | 53篇 |
2015年 | 29篇 |
2014年 | 30篇 |
2013年 | 152篇 |
2012年 | 28篇 |
2011年 | 21篇 |
2010年 | 24篇 |
2009年 | 21篇 |
2008年 | 14篇 |
2007年 | 18篇 |
2006年 | 16篇 |
2005年 | 12篇 |
2004年 | 18篇 |
2003年 | 11篇 |
2002年 | 8篇 |
2001年 | 6篇 |
2000年 | 12篇 |
1999年 | 13篇 |
1998年 | 8篇 |
1997年 | 9篇 |
1996年 | 7篇 |
1995年 | 10篇 |
1994年 | 8篇 |
1993年 | 12篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 11篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1983年 | 6篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 7篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1967年 | 4篇 |
1965年 | 2篇 |
1956年 | 2篇 |
1921年 | 2篇 |
排序方式: 共有789条查询结果,搜索用时 31 毫秒
11.
12.
This study examined perceptions of college of education students and their experiences with Channel One, a privately-owned
news service used in public education. Given that about one-third of middle and high schoolers in the US view the broadcast
every school day, the authors surveyed 172 freshmen to discern their views and attitudes toward Channel One programming and
commercials and the role colleges and universities might play in relation to this media service. While most studies on Channel
One have been conducted from a K-12 point of view, the goal of this study was to reconsider the topic from the perspective
of prospective teachers and post-secondary education.
A. J. Angulo is Assistant Professor of Social Foundations, Winthrop University. He received an Ed.D. and Ed.M. from Harvard University.
His research interests include history of education, technology and education, and student rights.
Susan K. Green is Associate Professor of Educational Psychology, Winthrop University. She received a Ph.D. in social psychology from Loyola
University, Chicago and a Ph.D. in educational psychology and research from the University of South Carolina, Columbia. Her
interests include classroom assessment, motivational and instructional strategies to promote learning, and multicultural issues
in education. 相似文献
13.
Systemic action and learning in public services 总被引:1,自引:1,他引:0
Clare Rigg 《Action Learning: Research and Practice》2011,8(1):15-26
Complex, systemic issues continue to challenge public services without respect for organisational and professional boundaries. In practice, collaborative working with others who have differing professional cultural norms and systems confront members with the need to learn about each other's values, priorities and practices. This paper explores the potential of action learning for the development of systemic leadership capabilities within public services. Starting from core principles it is argued that action learning be seen not simply as a small group process for problem-solving or individual development, but as a collective process for inquiring into and taking action on projects and practices within their complex, multi-agent contexts. 相似文献
14.
15.
John Trushell Clare Burrell & Amanda Maitland 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(4):389-401
The use of "interactive storybooks" in the primary classroom may facilitate small group and individual reading with minimal teacher intervention. This small-scale study examines whether small groups of Year 5 pupils, without teacher supervision, progress linearly through an "interactive storybook" and whether such diversions as cued animations affect pupil comprehension. The study finds that more intensive choice of diversions affects some pupils' comprehension. 相似文献
16.
M G Green 《Child development》1979,50(3):666-674
3 hypotheses were tested concerning the developmental relation between children's concepts of physical uncertainty and their comprehension of a speaker's uncertainty. 2 cognitive tasks of physical uncertainty were used to assign 56 subjects (aged 5-4 to 17-11) to 1 of 3 cognitive stages. 2 tests for comprehension of speaker uncertainty were administered to all participants. The results indicated that cognitive stage was related to (a) comprehension that a speaker could be uncertain, (b) comprehension that uncertainty could be expressed in different degrees or magnitudes, and (c) the internal consistency of judgments made about the relative degree of uncertainty conveyed by an utterance. These findings are interpreted as evidence for the position that development of cognitive stages is structurally related to comprehension of speech act uncertainty. 相似文献
17.
Forty-five abusive parents (40 mothers, 5 fathers) in treatment at a large, urban medical center's child abuse program were compared on 22 parent, child, and treatment variables posited to bear on reabuse. While no one variable by itself was strongly associated with reabuse, the data indicated that interactions involving several variables (e.g., income source, marital status, and the abuser's personal abuse history) significantly differentiated between reabusers and nonreabusers. Implications of the findings for research and clinical intervention are discussed. 相似文献
18.
19.
This updated edition of Care Practice Paper #3 presents the evidence for the benefits of continuous support in labor. The role of the doula is explained. Women are encouraged to plan for continuous support during labor and to consider including a woman experienced with childbirth among their labor support team. 相似文献
20.
Income is not enough: incorporating material hardship into models of income associations with parenting and child development 总被引:2,自引:0,他引:2
Although research has clearly established that low family income has negative impacts on children's cognitive skills and social-emotional competence, less often is a family's experience of material hardship considered. Using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (N=21,255), this study examined dual components of family income and material hardship along with parent mediators of stress, positive parenting, and investment as predictors of 6-year-old children's cognitive skills and social-emotional competence. Support was found for a model that identified unique parent-mediated paths from income to cognitive skills and from income and material hardship to social-emotional competence. The findings have implications for future study of family income and child development and for identification of promising targets for policy intervention. 相似文献