全文获取类型
收费全文 | 1186篇 |
免费 | 26篇 |
专业分类
教育 | 925篇 |
科学研究 | 24篇 |
各国文化 | 18篇 |
体育 | 64篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 171篇 |
出版年
2024年 | 1篇 |
2023年 | 8篇 |
2022年 | 16篇 |
2021年 | 32篇 |
2020年 | 41篇 |
2019年 | 62篇 |
2018年 | 69篇 |
2017年 | 97篇 |
2016年 | 66篇 |
2015年 | 45篇 |
2014年 | 62篇 |
2013年 | 266篇 |
2012年 | 37篇 |
2011年 | 47篇 |
2010年 | 33篇 |
2009年 | 41篇 |
2008年 | 37篇 |
2007年 | 34篇 |
2006年 | 25篇 |
2005年 | 16篇 |
2004年 | 28篇 |
2003年 | 19篇 |
2002年 | 21篇 |
2001年 | 15篇 |
2000年 | 14篇 |
1999年 | 7篇 |
1998年 | 9篇 |
1997年 | 7篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 10篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有1212条查询结果,搜索用时 281 毫秒
151.
Brian E. Vaughn Nana Shin Mina Kim Gabrielle Coppola Lisa Krzysik António J. Santos Inês Peceguina João R. Daniel Manuela Veríssimo Anthon DeVries Eric Elphick Xiomara Ballentina Kelly K. Bost Wanda Y. Newell Ellaine B. Miller J. Blake Snider Byran Korth 《Child development》2009,80(6):1775-1796
The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children. 相似文献
152.
Interindividual Differences in Neonatal Imitation and the Development of Action Chains in Rhesus Macaques 总被引:1,自引:0,他引:1
Pier Francesco Ferrari Annika Paukner Angela Ruggiero Lisa Darcey Sarah Unbehagen Stephen J. Suomi 《Child development》2009,80(4):1057-1068
The capacity to imitate facial gestures is highly variable in rhesus macaques and this variability may be related to differences in specific neurobehavioral patterns of development. This study evaluated the differential neonatal imitative response of 41 macaques in relation to the development of sensory, motor, and cognitive skills throughout the 1st month of life. The results show that infants who imitate facial gestures display more developed skills in goal-directed movements (reaching–grasping and fine hand motor control) than nonimitators. These differences might reflect, at least in part, the differential maturation of motor chains in the parietal and motor cortices, which partly overlap with those of the mirror neuron system. Thus, neonatal imitation appears to be a predictor of future neurobehavioral development. 相似文献
153.
Dana Schultz Shannah Tharp-Taylor Amelia Haviland Lisa Jaycox 《Child abuse & neglect》2009,33(10):684-698
ObjectivesThis research explores the relationship between hypothesized protective factors and outcomes for children investigated for maltreatment.MethodsUsing data from the National Survey on Child and Adolescent Well-Being (NSCAW), we ran logistic regression models to examine the relationship between hypothesized protective factors (social competence, adaptive functioning skills, and peer relationships) and outcomes (externalizing behavior, internalizing behavior, reading competence).ResultsFor each hypothesized protective factor, we found variation in individual scores and sample mean scores at the lower end of the scales, indicating that these children fare worse than most children. However, many children experienced large changes in their individual scores over time suggesting that children can and do improve on these hypothesized protective factors. In examining the relationship between hypothesized protective factors and outcomes, children with higher levels of social competence were significantly more likely to be in the normal range for both externalizing and internalizing behaviors. Children with higher mean adaptive functioning skills were more likely to be in the normal range for both externalizing behavior and reading competence. The positive nature of the child's peer relationships was also related to externalizing behavior and reading competence.ConclusionsOverall, our analyses support the idea that social competence, adaptive functioning skills, and peer relationships are related to outcomes for children investigated for maltreatment. While further research is needed to establish a causal link, this work identifies three individual-level hypothesized protective factors as potential sources of variation in outcomes.Practice implicationsTo prevent or alleviate the harmful consequences maltreatment, it is necessary to understand factors that help children move beyond poor outcomes. Our analyses suggest that a strong relationship exists between a child's social competence, adaptive functioning skills and positive peer relationships and select outcomes three years after being investigated for maltreatment. With these individual-level protective factors related to more positive outcomes, it suggests that intervening to increase protective factors could improve outcomes for maltreated and at-risk children. 相似文献
154.
The purpose of this case study was to determine the feasibility of delivering a course on-campus and in real time, simultaneously
transmitting it to students who were remotely accessing the same course. In future years, it is anticipated that universities
will have inadequate physical facilities to meet the demands of an increasing student population. Additionally, with warnings
of impending pandemics, universities need to be prepared to deliver courses in alternative ways to ensure continuity of instruction.
Thus, this pilot project was designed to deliver a course to a large section of students while also allowing off-campus students
access to the course in real time. The planning and delivery of the course is described, including the technology used, the
support provided by the university and technology support staff, the course that was used for the pilot project, and how students
were selected to participate as the off-campus students. The perspectives of the instructor, teaching assistant, students
(both on- and off-campus), and technology support personnel are summarized. 相似文献
155.
Amanda Kirby David Sugden Lisa Edwards 《Journal of Research in Special Educational Needs》2010,10(3):206-215
Developmental co‐ordination disorder (DCD) also known as dyspraxia, is characterised by severe impairment of movement that has a detrimental effect on activities of daily living. This impairment of movement can be the result of poor planning or execution during an action. An assessment for DCD usually comprises of a standardised test for movement skills and clinical observations, but an assessment may not always consider both planning and/or execution components. This study used an ecologically valid task to examine how typically developing children compared with children with DCD plan and execute their movements in response to a novel movement challenge. Children were asked to cross a ‘river’ using as few ‘stepping stones’ (carpet tiles) as possible without falling in. The study measured a number of variables in order to construct a profile of the child's ability to plan and execute movements, including pattern and consistency of movement, and distance travelled by each child, as well as the ability to formulate and correct their plan. The results of this pilot study showed both differences and similarities between the two groups, with the DCD group showing more difficulties in planning, executing and in correcting their movements, as well as being more inconsistent in their movement patterns. The results are discussed in terms of the need for multiple measures for a complete assessment of a child, the implications for educational practice and the potential of an additional clinical tool to aid intervention in children with DCD. 相似文献
156.
Lisa Marks Woolfson Kevin Durkin Julia King 《International Journal of Early Years Education》2010,18(1):3-26
The study examined how preschool intervention programmes set up by three Scottish local authorities changed parents’ cognitions. Quantitative parent outcomes were measured using Parenting Daily Hassles Scales (N = 88). A matched comparison group of parents (N = 55) recruited from the same areas of disadvantage but whose children did not attend the intervention programmes also completed questionnaires. Qualitative outcomes were evaluated using semi‐structured interviews (N = 30). A significant group × time interaction effect was found for daily hassle cognitions, Parenting Task–Intensity, Challenging Behaviour–Frequency and Challenging Behaviour–Intensity, with comparison group parents showing an increase in their experience of hassles during the ‘terrible twos’ compared with intervention group parents. Complementary qualitative data indicated that intervention group parents had gained valuable new insights into their children’s behaviour, changing how they thought about their role as parents and their behavioural and developmental expectations of their children. Implications for parental engagement in preschool programmes are discussed. 相似文献
157.
158.
Since the 1970s, using his world-systems analysis, Immanuel Wallerstein has developed a wide-ranging framework for the social
sciences, with potential applications for comparative educational research. In this paper we outline key aspects of Wallerstein’s
theorising, and then analyse the uptake, understandings, and applications of his analysis in the field of comparative and
international education, through a case study of the Comparative Education Review (CER) journal from 1980 to 2008. This paper examines how, and how widely, his analysis has been adopted and interpreted.
Our analysis highlights significant and—given the broader emphasis in comparative education on questions of education and
development—surprising absences in the application of this approach. We conclude by arguing for the use and development of
three critical features of his analysis in comparative work, as relevant and timely interventions in the field. 相似文献
159.
Mathias Krammer Angela Gastager Paleczek Lisa Barbara Gasteiger-Klicpera Peter Rossmann 《Educational studies》2018,44(1):99-114
Scholars have studied collective teacher efficacy mainly at the school level. The present study also focuses on collective teacher efficacy expectations, but it emphasises the collaborative teaching of two teachers working together in one classroom. This study investigates personal, contextual, and systemic factors (e.g. experience, gender, class composition, pleasure with Co-teaching and its standards, knowledge about specific Co-teaching skills, the way how the team partner was chosen, etc.) that may influence collective self-efficacy expectations of Co-teacher teams. For the present study, 264 teachers who were part of a Co-teaching team finished an online questionnaire. Results from multiple regression analysis indicated that team characteristics influenced the subjective evaluation of efficacy expectations in teams much more than individual characteristics or the social context in which Co-teaching teams worked. 相似文献
160.
Lisa Schneier 《Interchange》2018,49(1):5-24
Originally written 30 years ago, this paper is an analysis of the central challenge of schooling—that of engaging fully the powers of students’ minds in classroom learning. This challenge maintains its relevance today. The work of engaging what John Dewey referred to as students’ “inner attention” becomes the focus of an investigation of students’ current ideas in a variety of subject matters. This investigation reveals areas in which their ideas diverge from the established curriculum. It uses the methodology of Critical Exploration, which was developed by Eleanor Duckworth as a teaching and research methodology that both reveals learners’ ideas and encourages their active creation of meaning. This methodology provides students with rich and complex curriculum materials for their own manipulation; it also provides them the freedom to express, however tentatively, their ideas, to take them seriously, and to follow them through. As a result of these studies of learning, I put forward the view that a significant part of the responsibility for students’ alienation from classroom learning lies with a conception of knowledge, often reflected in curriculum, that is too rigid to take their ideas into account. I elaborate this view in an analysis of the aspects of particular subject matters that alienate students if the students are not given adequate ways of entering them. I make the case that these same complexities can be used as compelling invitations into deeper knowledge. 相似文献