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Keith Watson 《International Journal of Educational Development》1985,5(2):83-94
This paper seeks to question how far the dependency theory is universally valid and whether it can be applied to all sections of the education system. The first part examines some of the arguments in favour of continuing dependency and points out weaknesses in the theory especially in relation to educational dependency. It argues that the complex interrelationships of education and society often far outweigh any lasting vestiges of colonial involvement from outside. The second part of the paper seeks to test the validity of educational dependency. By examining one country that avoided any formal colonial control, Thailand, and another that was colonised by the British for over 170 years, Malaysia, it shows that the internal political framework of a society can far outweigh any attempts at external control; and that where external involvement is sought it is often done willingly and not necessarily on terms of subservience. Educational borrowing can be as much on the terms of the recipient as it is of the donor. The surprising thing is not the levels of dependence, but the levels of independence in both societies. 相似文献
44.
The Teacher Leader Model Standards (TLMS) were created to stimulate discussion around the leadership responsibilities teachers assume in schools. This study used the TLMS to gauge the self-reported leadership responsibilities of National Board Certified Teachers (NBCTs). The NBCTs reported engaging in all domains of the TLMS, most frequently with Domain 1: Fostering a collaborative culture to support educator development and student learning, and least frequently with Domain 7: Advocating for student learning and the profession. 相似文献
45.
At colleges and universities across the United States, teacher preparation programs are increasingly required to prepare teachers for culturally and linguistically diverse student populations. Teacher education programs have responded by incorporating fieldwork experiences and curricular requirements that include a social justice and multicultural education focus. One key individual is uniquely positioned to reinforce and connect coursework with classroom practice during the teacher candidate’s practicum experience: the university supervisor. Our research team focused on the supervisors and their understandings of culturally responsive pedagogy (CRP) in order to better support them as they worked with teacher candidates to reinforce CRP in the classroom. Through interviews, field notes, and classroom observations, we examined language (words, phrases) that the supervisors used to talk about race and culture in relation to CRP. Our findings indicate a tendency to redirect conversations about race and culture to topics that they were more versed on such as teaching to the whole child or addressing the needs of the individual student. We termed this linguistic move the racial redirect, which emerged in language that (1) simplified the meaning of CRP and (2) made CRP seem like an unexpected or chance event in teaching. 相似文献
46.
Charles H. Zeanah Megan R. Gunnar Robert B. McCall Jana M. Kreppner Nathan A. Fox 《Monographs of the Society for Research in Child Development》2011,76(4):147-162
This chapter reviews sensitive periods in human brain development based on the literature on children raised in institutions. Sensitive experiences occur when experiences are uniquely influential for the development of neural circuitry. Because in humans, we make inferences about sensitive periods from evaluations of complex behaviors, we underestimate the occurrence of sensitive periods at the level of neural circuitry. Although we are most interested in complex behaviors, such as IQ or attachment or externalizing problems, many different sensitive periods at the level of circuits probably underlie these complex behaviors. Results from a number of studies suggest that across most, but not all, domains of development, institutional rearing limited to the first 4–6 months of life is associated with no significant increase risk for long‐term adverse effects relative to noninstitutionalized children. Beyond that, evidence for sensitive periods is less compelling, meaning that “the earlier the better” rule for enhanced caregiving is a reasonable conclusion at the current state of the science. 相似文献
47.
Charles A. Nelson III Karen Bos Megan R. Gunnar Edmund J. S. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2011,76(4):127-146
Children raised in institutions frequently suffer from a variety of behavioral, emotional, and neuropsychological sequelae, including deficits in attention, executive functions, disorders of attachment, and in some cases a syndrome that mimics autism. The extent and severity of these disorders appear to be mediated, in part, by the age at which the child entered and, in some cases, left the institution. Here we review the neurobiological literature on early institutionalization that may account for the psychological and neurological sequelae discussed in other chapters in this volume. 相似文献
48.
Question:
Can e-readers loaded with medical textbooks and other relevant material benefit medical students, residents, and preceptors in clinical settings?Settings:
The settings are North Carolina community clinics served by Duke University Medical Center and St. Joseph''s Hospital in Bryan, Texas, and Scott and White Memorial Hospital in Temple, Texas.Methods:
Duke University: Twenty second-year medical students and fourteen family medicine clerkship preceptors used Kindle e-readers in clinics during eight months of rotations. Students and preceptors provided feedback through an anonymous online survey. Texas A&M University: Nine fourth-year medical students in an elective compared medical textbooks in print, online, and on a Kindle. Six residents at a local hospital completed an anonymous online survey after a three-week loan of a Kindle loaded with medical textbooks.Results:
The e-reader''s major advantages in clinical settings are portability and searchability. The selected e-reader''s limitations include connection speed, navigation, and display. User preferences varied, but online resources were preferred. Participants suggested additional uses for Kindles in medical education.Conclusions:
The selected e-reader''s limitations may be resolved with further development of the device. Investigation of other e-readers is needed. Criteria for evaluating e-readers in clinical settings should include portability, searchability, speed, navigation, and display. Research comparing e-readers and mobile devices in clinical education is also warranted. 相似文献49.
50.
Nicole Megan Edwards 《Early education and development》2014,25(8):1219-1247
Research Findings: There is growing acknowledgment of the need for parenting interventions to address early-onset behavior and emotional concerns. Favorable child outcomes have been linked to parents’ responsiveness and positive expressiveness. Given the theoretical and empirical link between perceptions and actual behavior, Head Start mothers (n = 114) participated in an investigation to examine factors that may be associated with level of self-reported maternal expressiveness. Participants completed the Self-Expressiveness in the Family Questionnaire (Halberstadt, Cassidy, Stifter, Parke, & Fox, 1995). Analysis suggested that self-reported high negative expressiveness was linked with raising a preschooler with perceived internalizing and externalizing behaviors, high parenting stress, and obtaining a post–high school degree. A perceived view of being low in positive expressiveness, in contrast, correlated with different variables, including raising a preschooler with a diagnosed delay, not having any child receive specialized services, raising only 1 child, dropping out of high school, and not receiving behavior advice from Head Start staff. Practice or Policy: Implications for examining self-reported low positive and high negative expressiveness as separate constructs with possibly different intervention pathways are discussed. 相似文献