全文获取类型
收费全文 | 387篇 |
免费 | 4篇 |
专业分类
教育 | 308篇 |
科学研究 | 21篇 |
各国文化 | 5篇 |
体育 | 32篇 |
文化理论 | 1篇 |
信息传播 | 24篇 |
出版年
2022年 | 4篇 |
2021年 | 3篇 |
2020年 | 5篇 |
2019年 | 18篇 |
2018年 | 18篇 |
2017年 | 5篇 |
2016年 | 19篇 |
2015年 | 15篇 |
2014年 | 13篇 |
2013年 | 82篇 |
2012年 | 10篇 |
2011年 | 12篇 |
2010年 | 11篇 |
2009年 | 12篇 |
2008年 | 8篇 |
2007年 | 6篇 |
2006年 | 9篇 |
2005年 | 7篇 |
2004年 | 13篇 |
2003年 | 9篇 |
2002年 | 11篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1996年 | 4篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 5篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1982年 | 7篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1976年 | 3篇 |
1951年 | 2篇 |
1940年 | 1篇 |
1939年 | 1篇 |
1938年 | 1篇 |
1934年 | 1篇 |
1933年 | 1篇 |
1926年 | 1篇 |
排序方式: 共有391条查询结果,搜索用时 426 毫秒
81.
Anthony JL Williams JM McDonald R Corbitt-Shindler D Carlson CD Francis DJ 《Annals of dyslexia》2006,56(2):239-270
Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play
important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological
processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was Spanish. Confirmatory factor
analysis (CFA) supported the validity of each PPA as separate from general cognitive ability and separate from each other.
Moreover, structural equation modeling found RAN uniquely associated with knowledge of Spanish letter names and Spanish letter
sounds. PA was found the best predictor of children’s ability to distinguish alphabetic text from nonalphabetic text. Finally,
general cognitive ability was only indirectly associated with emergent literacy skills via PPAs. These results highlight the
importance of PPAs in the early literacy development of native Spanish speaking preschool children. 相似文献
82.
83.
84.
85.
86.
87.
Brent Bridgeman 《Educational Measurement》2016,35(4):21-24
Scores on essay‐based assessments that are part of standardized admissions tests are typically given relatively little weight in admissions decisions compared to the weight given to scores from multiple‐choice assessments. Evidence is presented to suggest that more weight should be given to these assessments. The reliability of the writing scores from two of the large volume admissions tests, the GRE General Test (GRE) and the Test of English as a Foreign Language Internet‐based test (TOEFL iBT), based on retesting with a parallel form, is comparable to the reliability of the multiple‐choice Verbal or Reading scores from those tests. Furthermore, and even more important, the writing scores from both tests are as effective as the multiple‐choice scores in predicting academic success and could contribute to fairer admissions decisions. 相似文献
88.
Do Parents Foster Self‐Esteem? Testing the Prospective Impact of Parent Closeness on Adolescent Self‐Esteem
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Michelle A. Harris Andrea E. Gruenenfelder‐Steiger Emilio Ferrer M. Brent Donnellan Mathias Allemand Helmut Fend Rand D. Conger Kali H. Trzesniewski 《Child development》2015,86(4):995-1013
Close parent–child relationships are viewed as important for the development of global self‐esteem. Cross‐sectional research supports this hypothesis, but longitudinal studies provide inconsistent prospective effects. The current study uses data from Germany (N = 982) and the United States (N = 451) to test longitudinal relations between parent–child closeness and adolescent self‐esteem. The authors used self‐, parent‐, and observer‐reported parent–child closeness and self‐reported self‐esteem from ages 12 to 16. Results replicated concurrent correlations found in the literature, but six longitudinal models failed to show prospective relations. Thus, the longitudinal effect of parent–child closeness and self‐esteem is difficult to detect with adolescent samples. These findings suggest the need for additional theorizing about influences on adolescent self‐esteem development and longitudinal research with younger samples. 相似文献
89.
D. Brent Edwards Jr. 《Globalisation, Societies & Education》2015,13(3):411-432
This paper explores the relationship between the emergence of global education policies and conflict-affected contexts by analysing the trajectory of community-level education decentralization within and beyond El Salvador from the 1980s, during the country's civil war, to the 2000s, by which point this approach to education governance was being widely promoted and adapted around the world. The findings – based on two years of data collection – demonstrate not only the way these contexts can be particularly susceptible to intervention by foreign governments and international organizations but also how, in certain historical-structural moments, those contexts can be transformed and leveraged to experiment with and to entrench certain policies. 相似文献
90.
T. E. Carl Woods J. Annette Raynor Lyndell Bruce Zane McDonald 《Journal of sports sciences》2015,33(11):1132-1140
This study examined whether skill tests were predictive of status in junior Australian football. Players were recruited from the 2013 under 18 (U18) West Australian Football League competition and classified into two groups: elite (state U18 squad representative; n = 25; 17.9 ± 0.5 years) and subelite (nonstate U18 squad representative; n = 25; 17.3 ± 0.6 years). Both groups completed the Australian football kicking (AFK) and Australian football handballing (AFHB) tests, assessing kicking accuracy/ball speed and handballing accuracy on dominant and nondominant sides. A multivariate analysis of variance (MANOVA) modelled the main effect of “status”, whilst logistic regression models were built for the predictive analysis using the same test parameters. Between-group differences were noted across all parameters, with the combination of kicking accuracy and ball speed on the dominant and nondominant sides being the best predictor of status for the AFK test (wi = 0.25, AUC = 89.4%) and the combination of accuracy on the dominant and nondominant sides being the best predictor of status for the AFHB test (wi = 0.80, AUC = 88.4%). The AFK and AFHB tests are predictive of status, suggesting that their use is warranted as a means of talent identification in junior Australian football. 相似文献