全文获取类型
收费全文 | 686篇 |
免费 | 16篇 |
专业分类
教育 | 542篇 |
科学研究 | 28篇 |
各国文化 | 12篇 |
体育 | 34篇 |
文化理论 | 2篇 |
信息传播 | 84篇 |
出版年
2022年 | 5篇 |
2020年 | 12篇 |
2019年 | 17篇 |
2018年 | 25篇 |
2017年 | 32篇 |
2016年 | 38篇 |
2015年 | 11篇 |
2014年 | 27篇 |
2013年 | 133篇 |
2012年 | 21篇 |
2011年 | 15篇 |
2010年 | 14篇 |
2009年 | 25篇 |
2008年 | 25篇 |
2007年 | 21篇 |
2006年 | 17篇 |
2005年 | 12篇 |
2004年 | 12篇 |
2003年 | 11篇 |
2002年 | 11篇 |
2001年 | 15篇 |
2000年 | 14篇 |
1999年 | 12篇 |
1998年 | 9篇 |
1997年 | 8篇 |
1996年 | 12篇 |
1995年 | 8篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 12篇 |
1991年 | 9篇 |
1990年 | 12篇 |
1989年 | 4篇 |
1988年 | 6篇 |
1987年 | 8篇 |
1986年 | 4篇 |
1984年 | 6篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 6篇 |
1980年 | 5篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1972年 | 2篇 |
1929年 | 2篇 |
1887年 | 2篇 |
1866年 | 2篇 |
1865年 | 4篇 |
1862年 | 2篇 |
排序方式: 共有702条查询结果,搜索用时 343 毫秒
91.
This study evaluated the hypothesis that poor readers are characterized by poor nonword reading skills, but that a specific deficit, as opposed to a developmental lag, in nonword reading will be found only in subjects whose reading is discrepant from intellectual ability. To test this hypothesis, we measured nonword reading skills in 93 (64 male, 29 female) third-grade poor readers and 54 (37 male, 17 female) fifth-grade poor readers (with and without reading/IQ discrepancies) who were matched to 147 (81 male, 66 female) nondisabled first graders on word identification skills. Results showed third- and fifth-grade poor readers to be significantly more impaired than word-identification level match first graders on all measures on nonword reading. These findings were not related to the verbal IQ level within the poor reader groups and, thus, provide strong evidence for a deficit in nonword reading skills that is not explained by verbal intelligence. 相似文献
92.
Margaret Wood Andrew Pennington Feng Su 《Journal of educational administration and history》2018,50(4):299-315
ABSTRACTThis article recalls a time when local government infrastructure was strong and a Chief Education Officer's (CEO) vision could be realised across a region, in Clegg's case the West Riding of Yorkshire, one of the largest of the pre-1974 counties in England. It is timely to revisit Clegg's educational leadership and practice from 1945 to 1974, as a valuable source of learning, and challenge to the current ideologically-informed policy rhetoric which has undermined the framework of democratic educational decision-making. The authors identify four possible areas to learn from Clegg's work. Firstly, the need for CEOs or their modern-day equivalents or successors, to consider their potential as political and community leaders; secondly, Clegg's leadership style prefigures some of the recent discussion about the leadership of public services in uncertain times; thirdly a re-evaluation of administration and bureaucracy; and lastly the need for supportive partnerships to enable schools to thrive. 相似文献
93.
Income and Social Rank Influence UK Children's Behavioral Problems: A Longitudinal Analysis 下载免费PDF全文
Elisabeth A. Garratt Tarani Chandola Kingsley Purdam Alex M. Wood 《Child development》2017,88(4):1302-1320
Children living in low‐income households face elevated risks of behavioral problems, but the impact of absolute and relative income to this risk remains unexplored. Using the U.K. Millennium Cohort Study data, longitudinal associations between Strengths and Difficulties Questionnaire scores and absolute household income, distance from the regional median and mean income, and regional income rank were examined in 3‐ to 12‐year‐olds (n = 16,532). Higher absolute household incomes were associated with lower behavioral problems, while higher income rank was associated with lower behavioral problems only at the highest absolute incomes. Higher absolute household incomes were associated with lower behavioral problems among children in working households, indicating compounding effects of income and socioeconomic advantages. Both absolute and relative incomes therefore appear to influence behavioral problems. 相似文献
94.
Marianne S. Meyer Frank B. Wood Lesley A. Hart Rebecca H. Felton 《Annals of dyslexia》1998,48(1):89-114
The Rapid Automatized Naming Test (Denckla and Rudel 1974) was studied cross-sectionally in an sample of kindergartners (n=342) at-risk for reading disability (Study 1), and longitudinally in an n=160 epidemiological normal sample of children tested in first, third, fifth, and eighth grades (Study 2). Study 1 showed
faster absolute naming speeds for those with near perfect untimed alphabet recitation, but the stronger and more orderly relation
(at r=.31, p<.0001) was between three levels of alphabet recitation accuracy and the relative number/letter naming speed advantage (ratio
of mean number/letter naming speed minus mean color/object naming speed over mean color/object naming speed). In Study 2,
the number/letter advantage was already strongly present by first grade, and did not increase significantly thereafter, but
absolute naming times improved steadily across grades in an exponential decay function. In this sample, the relative number/letter
advantage was not related to reading level. However, the absolute color/object naming speed was strongly related to reading
level and vocabulary across grades. Norms for the Rapid Automatized Naming Test based on the epidemiological normal sample
tested in Grades 1, 3, 5, and 8 are presented in the appendix. 相似文献
95.
Clare Wood 《教育心理学》1999,19(3):277-286
ABSTRACT A review of current literature into children's use of orthographic analogies during reading results in an apparent contradiction: that normal readers’ ability to draw such analogies is not predicted by their prior phonological awareness (Muteret al., 1994), rather by their reading experience and proficiency (Bowey and Underwood, 1996), but that dyslexic children are less able to draw these analogies because of theirlack of phonological awareness (Hanleyet al., 1997). It is suggested that in the absence of extensive reading experience, a combination of analogous problem‐solving ability and phonological awareness may be necessary for the successful use of orthographic analogies during reading. To assess this possibility, 70 children of limited reading experience and ability were assessed on phonemic awareness, their ability to make visual analogies and use orthographic analogies when reading. Phonemic awareness was able to account for 14% of the variance in reading ability. Phonemic awareness also accounted for 40% of the variance in children's orthographic analogy scores, and the ability to make visual analogies accounted for another 5%. It was also found that the ability to make orthographic analogies does not account for variance in reading ability scores once phonemic awareness has been taken into account. 相似文献
96.
Kate Wood 《Health information and libraries journal》1999,16(4):234-242
This paper explores the role of The Library Association in providing and supporting opportunities for continuing professional development. Formal requirements for gaining qualifications are explained. The services and products of the Association designed specifically to meet the needs of those seeking formal professional development are outlined. Emphasis is placed on the opportunities offered to gain practical skills through active participation in professional activities. A brief conclusion points to the increasing emphasis on the need for continuing professional development at national level and within the profession. 相似文献
97.
98.
99.
This qualitative study was aimed at developing theory about the process underlying the development of responsibility grounded in accounts of youth who reported experiencing this change. A total of 108 high-school-aged ( M = 16.5) youth from 11 programs were interviewed about their experiences within the program, and 24 reported becoming more responsible through their participation. The youth's accounts suggested that this process was driven largely by successfully fulfilling program expectations. This process was driven by youth's adherence to their commitments and their consideration of the consequences of their actions on others. Youth mentioned changes in responsibility most frequently in three programs, which appeared to differ from the remaining programs in having more structure and placing greater ownership and accountability on youth. 相似文献
100.
We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instructors teaching these subjects. We interviewed students using open-ended questions to identify commonly held misconceptions, formulated multiple-choice questions that included these ideas as distracters, and reinterviewed students to establish validity of the instrument. The assessment was then evaluated by 25 biology experts and modified based on their suggestions. The complete revised assessment was administered to more than 1300 students at three institutions. Analysis of statistical parameters including item difficulty, item discrimination, and reliability provides evidence that the IMCA is a valid and reliable instrument with several potential uses in gauging student learning of key concepts in molecular and cell biology. 相似文献