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131.
Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet knowledge was substantially lower than normative references, but their performance on tasks assessing their understanding of environmental print was similar to normative references. The preliteracy skills of children with more educated mothers were significantly better than those of children with less educated mothers. More educated mothers had higher ratings on a measure of parental beliefs about shared reading than less educated mothers had; however, maternal reports of the frequency of home literacy practices were similar for both groups. Mediation analyses indicated that mothers' beliefs about shared-reading interactions served as a mediator for the association between maternal education and children's understanding of reading conventions. Practice or Policy: Future directions for research and implications for practice are discussed. 相似文献
132.
North Georgia College and State University has joined a national effort to move away from the isolated approach to measuring student learning. Educators from three divisions offer their perspectives. 相似文献
133.
Laura Trafí 《The International Journal of Art & Design Education》2008,27(1):53-62
This article reflects on the reading and writing of an art education curriculum for teacher education centred on the biographical and social reconstruction of childhood. The foundations of this curriculum interconnect ideas from different fields like postmodern childhood studies, visual studies, and the performance of subjectivity and memory. This is an interpretative curriculum centred in narrating aesthetic encounters for imagining and producing alternative views of childhood. It stresses the relevance of biographic work in the formation of teaching identities, and constructs dialogues and connections between the private and public discourses of childhood. In this context the family album becomes a powerful resource for visual analysis, cultural critique, and subjective re‐construction. 相似文献
134.
本文初步对保山市反季节蔬菜进行分析,纵向从蔬菜种子的来源、蔬菜的栽培、蔬菜的收集销售、贮藏和运输这一商品链出发,逐级分析菜农、蔬菜收集人、菜老板的收益分析,从而在整体上揭示菜农在这条商品链上的收益地位;横向同种植其他经济作物,如香烟和甘蔗的收益作对比分析。说明了西部民族山区的广大农户主要收入来源于种植业的现实,农户如何选择种植的经济作物对提高收入有直接的影响,决定农户种植收益除了市场的因素以外各级政府的行政行为则也起到一定的作用。 相似文献
135.
136.
Anders Jake Has Silvan Jerrim John Shure Nikki Zieger Laura 《Educational Assessment, Evaluation and Accountability》2021,33(1):229-249
Educational Assessment, Evaluation and Accountability - The purpose of large-scale international assessments is to compare educational achievement across countries. For such cross-national... 相似文献
137.
138.
The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures 总被引:1,自引:0,他引:1
J. R. Lockwood Daniel F. McCaffrey Laura S. Hamilton Brian Stecher Vi-Nhuan Le José Felipe Martinez 《Journal of Educational Measurement》2007,44(1):47-67
Using longitudinal data from a cohort of middle school students from a large school district, we estimate separate "value-added" teacher effects for two subscales of a mathematics assessment under a variety of statistical models varying in form and degree of control for student background characteristics. We find that the variation in estimated effects resulting from the different mathematics achievement measures is large relative to variation resulting from choices about model specification, and that the variation within teachers across achievement measures is larger than the variation across teachers. These results suggest that conclusions about individual teachers' performance based on value-added models can be sensitive to the ways in which student achievement is measured. 相似文献
139.
Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes 总被引:1,自引:0,他引:1
This study of the impact of doctoral adviser mentoring on student outcomes was undertaken in response to earlier research
that found (a) students with greater incoming potential received more adviser mentoring, and (b) adviser mentoring did not
significantly contribute to important student outcomes, including research productivity [Green, S. G., and Bauer, T. N. (1995).
Personnel Psychology 48(3): 537–561]. In this longitudinal study spanning 5 1/2 years, the effect of mentorship on the research productivity,
career commitment, and self-efficacy of Ph.D. students in the ‘hard’ sciences was assessed, while controlling for indicators
of ability and attitudes at program entry. Positive benefits of mentoring were found for subsequent productivity and self-efficacy.
Mentoring was not significantly associated with commitment to a research career. 相似文献
140.
Cathy Atkinson George Thomas Natasha Goodhall Laura Barker Isabella Healey Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25
Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources. 相似文献