全文获取类型
收费全文 | 929篇 |
免费 | 20篇 |
专业分类
教育 | 747篇 |
科学研究 | 18篇 |
各国文化 | 8篇 |
体育 | 61篇 |
综合类 | 1篇 |
文化理论 | 4篇 |
信息传播 | 110篇 |
出版年
2023年 | 5篇 |
2022年 | 6篇 |
2021年 | 13篇 |
2020年 | 17篇 |
2019年 | 27篇 |
2018年 | 36篇 |
2017年 | 39篇 |
2016年 | 31篇 |
2015年 | 18篇 |
2014年 | 23篇 |
2013年 | 221篇 |
2012年 | 26篇 |
2011年 | 31篇 |
2010年 | 22篇 |
2009年 | 23篇 |
2008年 | 23篇 |
2007年 | 19篇 |
2006年 | 26篇 |
2005年 | 36篇 |
2004年 | 22篇 |
2003年 | 15篇 |
2002年 | 20篇 |
2001年 | 15篇 |
2000年 | 16篇 |
1999年 | 11篇 |
1998年 | 17篇 |
1997年 | 17篇 |
1996年 | 17篇 |
1995年 | 14篇 |
1994年 | 9篇 |
1993年 | 8篇 |
1992年 | 9篇 |
1991年 | 9篇 |
1990年 | 8篇 |
1989年 | 5篇 |
1988年 | 11篇 |
1986年 | 7篇 |
1985年 | 4篇 |
1984年 | 5篇 |
1983年 | 6篇 |
1982年 | 13篇 |
1981年 | 7篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1974年 | 4篇 |
1968年 | 2篇 |
排序方式: 共有949条查询结果,搜索用时 15 毫秒
131.
Schools are increasingly exploring the implementation of multitiered systems of support. This article reviews the literature pertaining to efforts to promote self-determination to provide initial direction as to how interventions and supports to promote self-determination could be implemented within a tiered framework. The intent is to provide direction to the field on how such an approach can engage all students—including students with and without disabilities—in their learning across the lifespan to promote positive school and postschool outcomes. Specifically, we review interventions and supports that have been described in the literature pertaining to self-determination, organizing our review and analysis around the traditional three-tier approach. Implications for future research and development to promote the universal applicability of self-determination are discussed. 相似文献
132.
133.
In the presence and absence of an externalinterfood clock stimulus (a sequence of flashing lights), rats showed a multimodal behavior pattern during successive quarters of interfood intervals (IFI) ranging from 12 to 192 sec. Responses near the feeder peaked before and just after food presentations, whereas locomotion remote from the feeder peaked toward the middle of the IFI. The temporal patterns of nosing in the feeder and remote locomotion were scalar (the time at which a response peaked in the IFI was proportional to the IFI length), whereas the patterns of postfood feeder-directed behavior, rearing, and pawgrooming were time bound (peaking at a fixed time after food, regardless of IFI length). Responses varied in their control by the external clock stimulus. During the last half of the IFI, rats nosed in the feeder more with an external clock, but only at intermediate IFIs. During the first quarter of the IFI, rats pawgroomed more with an external clock, but only at the longest IFI. The general sequence of responses during the interfood clock was consistent with the view that food delivery engages an organized sequence of search states that are expressed through a variety of responses. 相似文献
134.
M. Kathleen Heid Glendon W. Blume Rose Mary Zbiek Barbara S. Edwards 《Educational Studies in Mathematics》1998,37(3):223-249
Understanding students' understanding of mathematical ideas can inform mathematics teaching, and task-based interviews are
one way in which teachers can learn more about their students' understandings. The CIME project was designed to empower mathematics
teachers to use interviews to understand their students' mathematical understandings as well as to prepare teachers to use
technology-intensive curricula. This study examined the influences on three high school mathematics teachers as they learned
to use task-based interviews to understand students' mathematical understandings. The areas of teacher knowledge and conceptions
that influenced the teachers we studied were: teachers' mathematical understandings and knowledge of technology and the perceived
importance of curriculum topics; teachers' views of knowing mathematics; teachers' perceptions of students' characteristics
and needs; and teachers' perceptions of interviewing and the role of questioning in interviews.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
135.
136.
In this essay, Kathleen Knight Abowitz and Dan Mamlok consider the arguments for agonist political education in light of a case study based in the events of the 2018 mass shooting at Stoneman Douglas High School in Parkland, Florida, and the subsequent activism of its survivors. We use this case to examine agonist expressions of citizenship, and to present an argument for framing agonist politics through the lens of Deweyan transactional communication combined with the critical concept of articulation. A major lesson in this case is the significance of citizenship learning that prioritizes challenging the political status quo along with working to reestablish new political relations on grounds that are more just. The authors argue that the endgame of agonist-informed political education should be that which helps students, as present and future citizens, reconstruct existing political conditions. Knight Abowitz and Mamlok conclude with suggestions for four domains of knowledge and capacities that can productively shape agonist citizenship education efforts: political education, lived citizenship, critical political literacies, and critical digital literacies. 相似文献
137.
L. DiAnne Borders Kelly L. Wester Kathleen H. Driscoll 《Counselor Education & Supervision》2020,59(4):297-315
We used content analysis to analyze 42 counseling doctoral students' reports of supports and barriers influencing their researcher development across 3 years. In line with social cognitive career theory, the students named cognitive-person, environmental, and social-context influences. Analyses indicated no differences in frequencies of supports and barriers across time but significant differences by cohort. 相似文献
138.
As the research base for school crisis intervention and prevention expands, the need for well-developed tools to assess school readiness in the event of a crisis increases. This paper describes how the Comprehensive Crisis Plan Checklist (CCPC) was updated to reflect advances in crisis management and crisis planning. An extensive literature search and pilot study were used to refine existing items and create new items for the checklist. The Comprehensive Crisis Plan Checklist, 2nd Edition (CCPC-2) has 102 items separated into three sections: prevention, intervention, and postvention. The CCPC-2 can be used by crisis teams to create new crisis plans or evaluate existing ones. Users are encouraged to carefully consider the inclusion of all items and articulate why individual items are not necessarily based on their specific needs. The CCPC-2 was given to 10 pairs of raters to evaluate school-based crisis plans; average interrater reliability was 89.04%. Discussion focuses on item analysis and how to use the checklist within a school setting. 相似文献
139.
140.