全文获取类型
收费全文 | 14057篇 |
免费 | 214篇 |
国内免费 | 12篇 |
专业分类
教育 | 9753篇 |
科学研究 | 1739篇 |
各国文化 | 129篇 |
体育 | 1010篇 |
综合类 | 17篇 |
文化理论 | 174篇 |
信息传播 | 1461篇 |
出版年
2021年 | 135篇 |
2020年 | 208篇 |
2019年 | 291篇 |
2018年 | 412篇 |
2017年 | 440篇 |
2016年 | 401篇 |
2015年 | 267篇 |
2014年 | 381篇 |
2013年 | 2298篇 |
2012年 | 334篇 |
2011年 | 325篇 |
2010年 | 308篇 |
2009年 | 268篇 |
2008年 | 297篇 |
2007年 | 297篇 |
2006年 | 280篇 |
2005年 | 250篇 |
2004年 | 276篇 |
2003年 | 237篇 |
2002年 | 247篇 |
2001年 | 327篇 |
2000年 | 345篇 |
1999年 | 266篇 |
1998年 | 147篇 |
1997年 | 187篇 |
1996年 | 189篇 |
1995年 | 131篇 |
1994年 | 135篇 |
1993年 | 123篇 |
1992年 | 212篇 |
1991年 | 187篇 |
1990年 | 227篇 |
1989年 | 219篇 |
1988年 | 187篇 |
1987年 | 203篇 |
1986年 | 176篇 |
1985年 | 214篇 |
1984年 | 161篇 |
1983年 | 145篇 |
1982年 | 131篇 |
1981年 | 115篇 |
1980年 | 119篇 |
1979年 | 182篇 |
1978年 | 132篇 |
1977年 | 120篇 |
1976年 | 97篇 |
1975年 | 94篇 |
1974年 | 101篇 |
1973年 | 95篇 |
1971年 | 95篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
91.
S. Andrew Garbacz Tom Cariveau Emily Barrett 《Journal of educational and psychological consultation》2016,26(2):200-211
The present article explores the utility and feasibility of treatment validation consultation (TVC). Although evidence exists for behavioral consultation, few findings have been reported for TVC. TVC is based on core components of behavioral consultation, but has several unique characteristics. In this article, TVC is situated within the behavioral consultation literature; one case study is used to demonstrate TVC’s utility and feasibility; and considerations for future TVC research are explored. 相似文献
92.
Methodological Choices in the Content Analysis of Textbooks for Measuring Alignment With Standards
下载免费PDF全文
![点击此处可从《Educational Measurement》网站下载免费的PDF全文](/ch/ext_images/free.gif)
With the recent adoption of the Common Core standards in many states, there is a need for quality information about textbook alignment to standards. While there are many existing content analysis procedures, these generally have little, if any, validity or reliability evidence. One exception is the Surveys of Enacted Curriculum (SEC), which has been widely used to analyze the alignment among standards, assessments, and teachers’ instruction. However, the SEC can be time‐consuming and expensive when used for this purpose. This study extends the SEC to the analysis of entire mathematics textbooks and investigates whether the results of SEC alignment analyses are affected if the content analysis procedure is simplified. The results indicate that analyzing only every fifth item produces nearly identical alignment results with no effect on the reliability of content analyses. 相似文献
93.
Katherine D. Veazey Morris Gilbert R. Parra Sarah R. S. Stender 《Journal of College Counseling》2011,14(1):21-33
The authors assessed the influences of several risk factors—self‐esteem, history of unwanted sexual contact (USC), depression, and sorority membership—on eating‐related and weight‐related attitudes and behaviors. Findings provide support for the roles of self‐esteem, depression, and USC on restricting attitudes. According to the authors' model, these independent variables predicted restricting attitudes that then predicted restricting behaviors. Implications for preventive interventions and the study's limitations are discussed. 相似文献
94.
Rev. Robert F. Drinan S.J. 《Equity & Excellence in Education》2013,46(4):8-13
This article was delivered as the plenary address at the Massachusetts Association for Bilingual Education Annual Conference, November, 1986. The style of the speech has been preserved. 相似文献
95.
96.
97.
An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive. 相似文献
98.
99.
100.