全文获取类型
收费全文 | 759篇 |
免费 | 11篇 |
专业分类
教育 | 602篇 |
科学研究 | 19篇 |
各国文化 | 10篇 |
体育 | 80篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 50篇 |
出版年
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 11篇 |
2019年 | 16篇 |
2018年 | 25篇 |
2017年 | 31篇 |
2016年 | 28篇 |
2015年 | 18篇 |
2014年 | 21篇 |
2013年 | 164篇 |
2012年 | 21篇 |
2011年 | 21篇 |
2010年 | 15篇 |
2009年 | 19篇 |
2008年 | 14篇 |
2007年 | 22篇 |
2006年 | 14篇 |
2005年 | 14篇 |
2004年 | 12篇 |
2003年 | 13篇 |
2002年 | 15篇 |
2001年 | 9篇 |
2000年 | 13篇 |
1999年 | 6篇 |
1998年 | 6篇 |
1997年 | 11篇 |
1996年 | 5篇 |
1994年 | 12篇 |
1993年 | 15篇 |
1992年 | 5篇 |
1991年 | 13篇 |
1990年 | 6篇 |
1989年 | 6篇 |
1988年 | 7篇 |
1987年 | 7篇 |
1986年 | 10篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 9篇 |
1982年 | 4篇 |
1981年 | 6篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1978年 | 12篇 |
1977年 | 5篇 |
1976年 | 8篇 |
1974年 | 11篇 |
1973年 | 6篇 |
1972年 | 4篇 |
1969年 | 6篇 |
排序方式: 共有770条查询结果,搜索用时 31 毫秒
81.
David L. Share Anthony F. Jorm Rod Maclean Russell Matthews 《Reading and writing》2002,15(1-2):151-178
The present investigation examined thehypothesis that early auditory temporalprocessing deficits cause later specificreading disability by impairing phonologicalprocessing (Farmer & Klein 1995; Tallal1980, 1984). Temporal processing ability atschool entry was examined using Tallal'sRepetition Test in a large unselected sample ofover 500 children followed over subsequentyears. Although our data confirmed the presenceof certain non-speech auditory processingdeficits in children later classified asspecific reading-disabled, many findings wereclearly at odds with a causal interpretation ofthis relationship. (1) Reading-disabled (RD)children were impaired at school entry on thesubtest with long interstimulus intervals(ISIs) but not the critical short-ISIsubtest. (2) RD children were not inferior toreading-age (RA) controls. (3) A subgroup of RDchildren with evidence of temporal deficitswere no less proficient on later phonologicalor reading measures than RD children with noevidence of early temporal impairment. (4)Although there was a reliable concurrentcorrelation between temporal deficits andphonological awareness at school entry(suggesting a possible common causeexplanation), early temporal deficits did notpredict later phonological impairment,pseudoword processing difficulties, or specificreading disability. On the other hand, earlytemporal deficits did predict later oralreceptive vocabulary and reading comprehensionweaknesses. These findings suggest thatauditory temporal deficits in dyslexics may beassociated with the same dysphasic-typesymptoms observed by Tallal and her colleaguesin specific language-impaired populations, butdo not cause the core phonological deficitsthat characterize dyslexic groups. 相似文献
82.
83.
Organizational culture and effectiveness in two-year colleges 总被引:2,自引:0,他引:2
The central purpose of this study is to determine the extent to which the effectiveness of a nationally representative sample of two-year colleges differs in terms of their dominant type of organizational culture. The findings demonstrate wide differences in the effectiveness of two-year colleges that exhibit the traits of clan, adhocracy, hierarchy, and market cultures, and the differences are consistent with their conceptual rationale. The research, policy, and practical implications of the findings in terms of our efforts to understand and improve the management and institutional performance of two-year colleges are discussed.Presented at the Association for Institutional Research Annual Forum, Atlanta, Georgia, May 10–13, 1992. 相似文献
84.
85.
86.
87.
Russell M. Church Kevin D. Miller Warren H. Meck John Gibbon 《Learning & behavior》1991,19(3):207-214
Ten rats were trained in a temporal generalization task (the peak procedure) with variations in the time of reinforcement, the intertrial interval, and the mean and variance of the duration of nonfood trials. There were three types of asymmetry in the temporal generalization gradients: positive skew, secondary rise, and positive asymptote. Asymmetrical gradients can occur as a result of asymmetrical sources of variance, multiplicative combinations of symmetrical sources of variance, and effects of anticipation of the end of a trial and the conditions of the next trial. Ten additional rats were trained with a single time of reinforcement, a limited time of reinforcement availability, long and fixed durations of nonfood trials, and a nonresponse requirement for ending a trial. These conditions markedly reduced all asymmetrical sources of variance and led to very symmetrical gradients. These results demonstrate that none of the asymmetrical sources of variance necessarily has a substantial influence on observed temporal generalization gradients. 相似文献
88.
Russell Grigg 《History of education》2020,49(5):597-616
ABSTRACT This paper explores the emotional experiences of elementary school inspections, from the appointment of the first State school inspectors in 1839 to 1911 when Edward Holmes, the retiring chief inspector, signposted the prospects of a new era in elementary education. The paper is arranged in two parts: the first provides an outline of the origins and development of elementary school inspection, while the second discusses the potential contribution of emotions scholarship to inform our understanding of elementary schooling seen through the lens of inspection. Whereas previous studies have concentrated on the inspectorate’s administrative history in relation to school development, this paper’s contribution is to highlight what inspection sources reveal about elementary schools as sites of emotional expression and experience. While acknowledging the challenges a history of emotions framework presents, the paper concludes that such an approach offers a fresh perspective on inspection and school regimes in the past. 相似文献
89.
90.
The rapid pace of development is bringing advanced technologies to the World Wide Web (WWW), and, as a result, schools have access to new tools for science investigations. In this exploratory study, we investigated how an educational experience organized around students' use of a WWW‐controllable atomic force microscope (AFM) influenced students' understandings of viruses. The context for the study was a weeklong unit on viruses for two high school biology classes which incorporated student use of the WWW controllable AFM. We also investigated how the haptic (involving kinesthetics and touch) experiences afforded by this tool might influence students' knowledge of viruses, microscopy, and nanometer scale. Fifty students from two high school biology classes participated in a series of instructional activities and pre‐ and postassessments (knowledge test, opinion questionnaire, and interviews). Results showed that students' understandings of microscale, virus morphology, and dimensionality changed as a result of the experiences. Students' conceptions moved from a two‐dimensional textbook‐like image of a virus to a three‐dimensional image of an adenovirus. The results of this preliminary study suggest that the use of the technology as a tool for learning about morphology of materials too small to see may be beneficial. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 303–322, 2003 相似文献