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541.
Developmental co‐ordination disorder (DCD) in adolescents and adults in further and higher education
Amanda Kirby David Sugden Sally Beveridge Lisa Edwards 《Journal of Research in Special Educational Needs》2008,8(3):120-131
Few studies have looked at the strengths and weaknesses and needs of students with developmenal co‐ordination disorder (DCD). This paper describes a cohort of 93 UK students currently studying at further or higher education and who have reported motor difficulties present since childhood. The study group consisted of 21 reporting to have DCD only, 38 with DCD plus another diagnosis (a combination of any of the following: dyslexia, attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), learning difficulties); 23 subjects reporting dyslexia only, and 11 students who have not been formally diagnosed. The aim of this study was to first ascertain the similarities and differences between the students in the type of support received in childhood and while at university. The second goal was to examine the reported strengths and difficulties and see how they vary for each subgroup. The DCD group reported higher levels of motor‐related difficulties such as handwriting and also executive functioning difficulties. They also had higher levels of professional support given in childhood and were also more likely to be living at home with parents compared with the dyslexia group. Despite different types of difficulties reported in the DCD group, the range of student support given across all groups was similar. Significantly more of the dyslexia group were reported to be in receipt of disability student allowance than the DCD group. The DCD and other disorders group were seen to be an intermediary group in most of the areas studied. 相似文献
542.
Jesse L. Hawke Sally J. Wadsworth Richard K. Olson John C. DeFries 《Reading and writing》2007,20(1-2):13-25
To test the hypothesis that the etiology of reading difficulties may differ for males and females in more severely impaired
samples, reading performance data from monozygotic (MZ), same-sex dizygotic (DZss), and opposite-sex dizygotic (DZos) twin pairs were analyzed using a model-fitting implementation of the DeFries-Fulker (DF) model (Purcell & Sham, 2003, Behavior genetics, 33, 271–278). Five non-independent samples were selected using cut-offs of −1 (N = 737 pairs), −1.5 (N = 654), −2 (N = 468), −2.5 (N = 335), and −3 (N = 198) standard deviations (s) below the mean composite reading score of control twins. Male/female gender ratios for children
with reading difficulties were significantly higher than 1.0 for all five samples and increased as a function of severity
(viz., 1.15, 1.17, 1.40, 1.61, and 1.88, respectively). When the DF model was fit to the data, estimates of heritability (h
g2) and shared environmental influences (c
g2) were not significantly different for males and females in any of the groups. Consequently, the most parsimonious model that
provided a good fit to the data at all five levels of severity equated the heritabilities and shared environmental influences
for males and females, and fixed the DZos coefficient of genetic relatedness at 0.5. Thus, these results provide no evidence for a differential etiology of reading
difficulties as a function of gender in more severely impaired samples, and suggest that the same genetic and environmental
influences contribute to reading difficulties in males and females, irrespective of severity. 相似文献
543.
Sally Lubeck Mary DeVries Julie Nicholson Jackie Post 《Early education and development》1997,8(3):219-244
This article explores the history of Head Start, the federal early education program for economically disadvantaged preschool children in the United States, as a way of understanding what it means to talk about change in the late twentieth century. The history of Head Start has been a story of administrative changes and improvement and accountability initiatives in the realm of public policy, a ominant narrative of progress and rational planning that is consonant with a large, centralized governance structure. In an effort to create another way of conceiving of the organization, we first examine shifting definitions and conflicting interpretations of parental involvement and staff development within the program to reveal some of the tensions inherent in all human endeavors. We then draw on interviews with women who work in and are served by Head Start to show how needs and resources vary and how policy mandates can have differential—and unintended—effects. In the conclusion, we suggest, following Toulmin (1990), that the certainty and stability that has characterized public policy since the Enlightment must now be tempered with a postmodern recognition of change, complexity, and variability. Rather than one history, we see many histories. Instead of one approach, we see value in tailoring improvement initiatives to the needs of families and staff in specific circumstances. 相似文献
544.
Susanne Arbeiter Sally Hartley 《International Journal of Disability, Development & Education》2002,49(1):61-78
Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the findings confirmed the information drawn from the review of literature. In addition to the high teacher-pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these difficult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs. 相似文献
545.
This article features a discussion about how Pierce County (Washington) Library’s 2013 budgeting process and budget document explain budget cuts and service changes to users and taxpayers within the context of the library’s continuing effort to improve operational efficiency and maintain valued core, customer, and community services. Pierce County Library is an independent municipal corporation established by state law and is funded from a separate property tax levy as a junior taxing district. 相似文献
546.
Oksana Parylo Sally J. Zepeda Ed Bengtson 《Educational Assessment, Evaluation and Accountability》2012,24(3):215-238
This phenomenological study sought to understand principals?? lived experiences of being evaluated with reliance on the principles of developmental supervision and adult learning theory. Analysis of interview data from 16 principals revealed 3 major constructs in principal evaluation: evaluation is a complex, constantly changing system; principal evaluation is a year-long continuous process; and, effective principal evaluation is transparent, planned, and aligned with personal and system goals. Principal evaluation incorporated experiential and self-directed learning, and emphasized structure, collaboration, and ownership of the process by principals. Directive informational and collaborative interpersonal approaches were favored by principals and their evaluators. The findings contribute new knowledge about the phenomenon and have implications for reconceptualization and redesign of principal evaluation processes. 相似文献
547.
OBJECTIVE: To determine significant predictors of severity of sentencing of sex offenders of minors in a jurisdiction which obtains many confessions. METHOD: Data were abstracted from 323 criminal court case records of sexually abused minors over 11 years in a county which places a high priority on sexual abuse prosecution. The sample used in this analysis consisted of 218 men who received a sentence for a sex offense. Multiple regression analysis was used to examine what factors predicted severity of sentences. Specifically this study explores whether, in a county which is very successful in obtaining confessions to sexual abuse of children, the severity of sentence is explained by the seriousness of the crime (more severe type of sexual abuse, younger age of the victim, prior conviction of a sex offense, and abusing more than one child), or by factors unrelated to the seriousness of the offense, offender confession and/or having a court-appointed attorney. RESULTS: Factors that predicted the severity of the sentence were the seriousness of the sex crime, prior conviction of a sex crime, and young age of the victim. CONCLUSIONS: This community, with a high confession rate and a high conviction rate, imposed sentences that were consistent with the crimes, with more severe sentences for more serious crimes. Convenience factors, such as the fact the offender confessed, and systemic factors, such as having a court-appointed attorney, did not result in more severe sentences. 相似文献
548.
549.
Educational Assessment, Evaluation and Accountability - This paper presents new evidence that explores the strengths, weaknesses and overall quality of school inspection practice in China. In one... 相似文献