全文获取类型
收费全文 | 2319篇 |
免费 | 61篇 |
国内免费 | 1篇 |
专业分类
教育 | 1790篇 |
科学研究 | 132篇 |
各国文化 | 33篇 |
体育 | 101篇 |
综合类 | 2篇 |
文化理论 | 25篇 |
信息传播 | 298篇 |
出版年
2023年 | 10篇 |
2022年 | 18篇 |
2021年 | 38篇 |
2020年 | 64篇 |
2019年 | 86篇 |
2018年 | 97篇 |
2017年 | 127篇 |
2016年 | 116篇 |
2015年 | 65篇 |
2014年 | 86篇 |
2013年 | 588篇 |
2012年 | 68篇 |
2011年 | 81篇 |
2010年 | 68篇 |
2009年 | 52篇 |
2008年 | 52篇 |
2007年 | 59篇 |
2006年 | 38篇 |
2005年 | 38篇 |
2004年 | 36篇 |
2003年 | 35篇 |
2002年 | 44篇 |
2001年 | 23篇 |
2000年 | 29篇 |
1999年 | 29篇 |
1998年 | 18篇 |
1997年 | 18篇 |
1996年 | 20篇 |
1995年 | 11篇 |
1994年 | 18篇 |
1993年 | 15篇 |
1992年 | 20篇 |
1991年 | 19篇 |
1990年 | 14篇 |
1989年 | 13篇 |
1988年 | 11篇 |
1987年 | 14篇 |
1985年 | 17篇 |
1983年 | 16篇 |
1982年 | 13篇 |
1981年 | 8篇 |
1980年 | 13篇 |
1979年 | 11篇 |
1978年 | 12篇 |
1977年 | 8篇 |
1975年 | 10篇 |
1973年 | 8篇 |
1968年 | 8篇 |
1940年 | 8篇 |
1933年 | 8篇 |
排序方式: 共有2381条查询结果,搜索用时 234 毫秒
31.
Veronique M. Boscart Lynn McCleary Paul Stolee Linda Sheiban Taucar Jessica Wilhelm Keia Johnson 《Educational gerontology》2020,46(8):461-472
ABSTRACT Nursing Assistants (NAs) are the largest workforce in nursing homes, but often lack adequate preparation for their role. The Living Classroom (LC) is an integrated learning approach, whereby a NA program is delivered in a nursing home (NH) in collaboration with a community college. This paper describes the implementation and evaluation of the LC. Mixed methods were used to gather data from 48 NA students, 5 faculty, and 42 NH staff over 30 weeks. Students, faculty, and nursing home staff described the LC as a positive learning experience. Students’ gerontological knowledge increased over time (p = .0012). Students reported very positive relationships with program mentors and NH residents. The LC provides a unique approach to prepare NAs to work in nursing homes. This model could expand to other educational programs with a gerontology focus. 相似文献
32.
33.
Barbara Johnson Peter Fensham Gail Hildebrand Shirley Sampson 《Research in Science Education》1987,17(1):104-112
Conclusions As the pilot project has only been in operation for one semester there are no profound statements that can be made. What we
have at present is the base information for comparison of all data over the duration of the project. Cross tabulation of the
data to date has begun. However it should be re-iterated here that there appears to be a lack of understanding by the parents'
as to the reason for the all-girls classes at the school and that this situation may be due to the fact that in this school
community we have the typical sex-stereotyping roles and attitudes existing. The big question is, Will this intervention strategy
of single-sex science classes be effective in altering the girls views about what is appropriate for them to study or follow
as a career? 相似文献
34.
Leonard A. Jason Karen E. Danner Andrew M. Weine Karen S. Kurasaki Jay H. Johnson Luann Warren-Sohlberg Olga Reyes 《Early education and development》1994,5(4):277-288
Two cohorts of children from inner-city elementary schools were provided a tutoring intervention to help in their transition to new schools. Participants were third, fourth, and fifth grade children who were identified as having low-income status, evidencing lags on achievement tests, and experiencing stressful life events. The intervention involved an orientation program with twice weekly paraprofessional tutoring. Two and three year academic and sociometric follow-up data were collected. Those provided the intervention evidenced some improvements over time, and these changes were most prominent in the area of reading grades. Fewer significant findings were found on sociometric indices. 相似文献
35.
Katherine E. Ryan 《Journal of Educational Measurement》1991,28(4):325-337
This study examined the reliability of the Mantel-Haenszel indexes across different samples of test takers as well as across sample sizes and investigated whether these indexes are robust to item context effects. Mathematics data from the Second International Mathematics Study (SIMS; 1985) for U.S. eighth-grade students were analyzed. The results suggest that the MH D-DIF is robust to item context effects. However, larger sample sizes than those used in this investigation (N = 141-167 for the focal group) may be necessary to obtain stable estimates from the Mantel-Haenszel procedure. 相似文献
36.
Patrick Johnson Cassandra N. Nichols Walter C. Buboltz Brian Riedesel 《Journal of College Counseling》2002,5(1):4-14
To assess the impact of a holistic career and life planning course on college students, the authors asked 209 students in treatment and control groups to complete measures of career development. Results indicate that the course significantly increases vocational identity and career decision‐making self‐efficacy and decreases career indecision. 相似文献
37.
Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献
38.
The purpose of this study was to investigate the impact of imagery interventions on the vocabulary acquisition abilities of
second grade students. A total of 15 students were randomly assigned to three different intervention conditions: Word Only,
which involves the simple verbal presentation of a vocabulary word; Dual Coding, in which a picture was paired with the vocabulary
word, and Image Creation, in which students were told to create a mental picture of the vocabulary word in their mind and
draw it on paper. These students were taught a total of 21 vocabulary words: seven animal and habitat words, seven musical
instrument terms, and seven science terms. A Latin square design was used, in which each group of students rotated through
each of the interventions, being exposed to a different treatment condition for each category of words. Participants were
measured on the number of words they were successfully able to acquire through the use of experimenter designed comprehension
measures. While no statistical significance was shown between the interventions across the word categories, a significant
difference was found between the Image Creation and Word Only interventions within the science terms category. Students also
reported that the imagery interventions facilitated the ease with which they learned the words. The findings have implications
for increasing the success of classroom instruction, specifically for presenting novel vocabulary words to early elementary
learners using imagery methods. 相似文献
39.
40.
Leslie Jordan Albert Camille S. Johnson 《Decision Sciences Journal of Innovative Education》2011,9(3):421-436
Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems. 相似文献