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81.
82.
Despite the similarities that researchers note between the cognitive processes and knowledge involved in reading and writing, there are students who are much stronger readers than writers and those who are much stronger writers than readers. The addition of the writing section to the SAT provides an opportunity to examine whether certain groups of students are more likely to exhibit stronger performance in reading versus writing and the academic consequences of this discrepant performance. Results of this study, based on hierarchical linear models of student performance, showed that even after controlling for relevant student characteristics and prior academic performance, an SAT critical reading–writing discrepancy had a small effect on 1st-year grade point average as well as English course grades in college. Specifically, students who had relatively higher writing scores as compared to their critical reading scores earned higher grades in their 1st year of college as well as in their 1st-year English course(s). 相似文献
83.
Angela C. Baum Paula McMurray‐Schwarz 《Journal of Early Childhood Teacher Education》2013,34(3):147-155
Abstract The purpose of this study is to describe early childhood preservice teachers’ beliefs about the inclusion of children with special needs in early childhood settings. Nineteen female undergraduate early childhood education preservice teachers participated in one of five focus groups. Students were divided into three groups based on the courses they were enrolled in or had completed: Beginner (sophomore and junior courses), Intermediate (senior courses), and Advanced (student teaching). Additionally, 6 of the 19 students participated in individual interviews. Data analysis resulted in themes related to students’ beliefs and philosophies of inclusion, as well as their thoughts concerning practice in inclusive programs. This paper describes students’ beliefs within each group and compares responses across the different groups. Implications are discussed in relation to teacher education programs and directions for future research. 相似文献
84.
A Review of Research on School Bullying Among African American Youth: An Ecological Systems Analysis
Desmond Upton Patton Jun Sung Hong Abigail B. Williams Paula Allen-Meares 《Educational Psychology Review》2013,25(2):245-260
School bullying and peer victimization are social problems that affect African American youth across various environmental contexts. Regrettably, many of the empirical research on bullying and peer victimization among African American youth has examined individual and direct level influences in silos rather than a constellation of factors occurring in multiple settings, such as home, school, and neighborhood. As a holistic model, the social–ecological framework provides a context with which to situate and interpret findings and draw implications from a broader psychosocial framework, which can be applicable across various systems. We utilize Bronfenbrenner’s (American Psychologist 32:513–531, 1977) social–ecological framework as a springboard for investigating the accumulation of risk contributors and the presences of protective factors in relation to school bullying and peer victimization of African American youth. More specifically, we examine the risk and protective factors occurring in the micro- (i.e., parents, peers, school, and community), exo- (i.e., parental stress), and macrosystem levels (i.e., hypermasculinity, and gender role beliefs and stereotypes). We then discuss implications for research and school-based practice. 相似文献
85.
86.
The need to refer students to off‐campus mental health providers is common in college counseling. Such referrals can be challenging for college counselors who strive to meet students' counseling needs while adhering to ethical and center policy guidelines. In this article, the authors explore the nature and challenges of referral in college counseling settings and introduce a collaborative process model to enhance the likelihood of successful referrals. A case study is provided to illustrate the model. 相似文献
87.
Teachers’ responses to inspection were investigated using a questionnaire survey of a random sample of 821 secondary school teachers who had undergone a full OFSTED inspection and in‐depth interviews with a further 35 teachers. The research found that inspection causes additional stress and that female teachers, regardless of level of seniority, felt more nervous about inspection than male teachers. Both male and female teachers felt more nervous when an inspector of a different gender to themselves was observing them in the classroom. Teachers’ affective responses to inspection alter their behavioural ones, thus affecting the resultant picture not only of the school itself but also of schools in this country‐‐a picture on which future advice and policy may be based. Explanations for gender differences are sought using the frameworks of stress and power differentials. 相似文献
88.
Paula J. Schwanenflugel Robin D. Morris Melanie R. Kuhn Gregory P. Strauss Jennifer M. Sieczko 《Reading and writing》2008,21(3):177-203
The purpose of the experiments was to determine the automatic use of large or small word reading units in young readers in
the absence of word decoding strategies. Picture-word Stroop interference was examined from four types of conflicting labels:
(a) words containing both highly predictable grapheme–phoneme correspondence (GPC) units and highly consistent rime units
(henceforth, Hi-GPC + Hi-Rime); (b) words with highly predictable GPC units and less consistent rime units (Hi-GPC + Lo-Rime);
(c) words with low predictability GPC units and highly consistent rime units (Low GPC + High Rime); (d) nonwords that contained
both highly predictable GPC and highly consistent rime units. Naming time for pictures containing these labels was compared
against that for pictures with random letter strings or no labels. In Experiment 1, Stroop interference was examined in first,
second, and third grade children to determine whether there was developmental change in the presence of rime or GPC interference.
In Experiment 2, Stroop interference was examined as a function of relative reading skill in first grade children. In Experiment
3, Stroop interference in adults was compared to the use of rime or GPC pronunciation strategies for nonword reading. In all
experiments, Stroop interference in picture naming was longer for pictures with highly predictable GPC unit labels than less
predictable GPC unit labels. However, in Experiment 3, even though adults showed interference from predictable GPC units in
the Stroop task, they always preferred rime pronunciation for ambiguous nonwords in the nonword reading task. It is argued
that the current experiments provide evidence for a flexible units model.
The results of this study were presented at the Cognitive Development Society meeting, November 2001, Virginia Beach, VA,
and the American Educational Research Association meeting, April 2004, San Diego, California. 相似文献
89.
Given the significant negative impacts of peer victimization on youth development, studies have sought to understand what buffers against these consequences. To that end, the present study examined whether teacher attachment and perceptions of school safety moderated the associations between different forms of victimization and school absences over the course of an academic year among a sample of 272 high school students. Findings indicated that teacher attachment moderated the associations between relational and cyber victimization and absences, while perceived school safety moderated associations between relational victimization and absences. However, findings pertaining to cyber victimization were not as anticipated. Implications for prevention and intervention efforts in high schools are discussed. 相似文献
90.
Reading and Writing - This study aimed to establish (a) whether teaching students revision skills provides benefit over and above teaching strategies for setting explicit goals for the... 相似文献