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101.
Fine motor skills and executive function both contribute to kindergarten achievement 总被引:1,自引:0,他引:1
Cameron CE Brock LL Murrah WM Bell LH Worzalla SL Grissmer D Morrison FJ 《Child development》2012,83(4):1229-1244
This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n=213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock-Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed. 相似文献
102.
Ronadin Carey Lindsay Simonsen Bryan S. Vogh 《Library Collections, Acquisitions, and Technical Services》2009,33(4):119-122
The authors detail a low-cost, two-phased formula-based approach to bound periodical weeding at a medium-sized academic library with the goal of opening space for five years' growth, while still meeting user needs. Phase I included weeding bound titles with overlapping microfilm holdings. Phase II used the following criteria to determine which titles to discard: (1) four or fewer items, (2) availability in the University of Wisconsin System, (3) usage statistics and online access, (4) department consultation. This article summarizes the design, implementation, and successful results of the project. 相似文献
103.
Research demonstrates that information disseminated and circulated in online forums may have a significant impact on investors and on the securities market. Therefore, an understanding of that environment is critical. This research uses social capital theory as a framework for understanding how information exchange is facilitated in online investor forums. Specifically, it explores whether or not personal experience may generate social capital in the online environment. This work reports on the relationships between sharing personal experience and information sharing and use in three investor discussion forums. Four hundred forty threads containing 2405 posts were analyzed for this study. Thread starter posts and responses were quantified and coded for statements of personal experience. Citations to information sources were also measured. Results demonstrate that explicitly stating personal experience or lack of personal experience affects the quantity and quality of ensuing discussion and information exchange. Possible implications of this work on both the study of online investor forums and the study of social capital are discussed. 相似文献
104.
Amy L. Gower PhD Katherine A. Lingras Lindsay C. Mathieson Yoshito Kawabata Nicki R. Crick 《Early education and development》2014,25(5):619-640
Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how engagement in preschool physical and relational aggression predict psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student–teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy: These data lend support to the need for interventions among physically aggressive preschoolers that target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways among aggressive preschoolers. 相似文献
105.
106.
Thomas D. Lyon Lindsay Wandrey Elizabeth Ahern Robyn Licht Megan P. Y. Sim Jodi A. Quas 《Child development》2014,85(4):1756-1769
This study tested the effects of narrative practice rapport building (asking open‐ended questions about a neutral event) and a putative confession (telling the child an adult “told me everything that happened and he wants you to tell the truth”) on 4‐ to 9‐year‐old maltreated and nonmaltreated children's reports of an interaction with a stranger who asked them to keep toy breakage a secret (n = 264). Only one third of children who received no interview manipulations disclosed breakage; in response to a putative confession, one half disclosed. Narrative practice rapport building did not affect the likelihood of disclosure. Maltreated children and nonmaltreated children responded similarly to the manipulations. Neither narrative practice rapport building nor a putative confession increased false reports. 相似文献
107.
Competitive opportunity and liberal culture: the significance of Scottish education in the twentieth century 下载免费PDF全文
Lindsay Paterson 《British Educational Research Journal》2014,40(2):397-416
Three of the great social ambitions of educational reform since the late nineteenth century are now seriously problematical. Although education does offer individuals a way of bettering themselves, we now know that it does little to change the terms of the competition among people who start from different social classes: it probably does not, by itself, affect relative social mobility. Education in advanced economies has little effect on overall rates of growth: it is now clear that the analogy between individual and economic development is untenable. And the main other option to these instrumental goals—that education should pass on the best that has been thought and said—is now deeply unfashionable with policy‐makers, radical activists and most shades of academic opinion. Scotland is a telling case of these shifts. In the past century, it has held quite firmly to all three older views, and has tried quite thoroughly to implement educational reforms in pursuit of them. Its experience is as good a demonstration as any that the first two ambitions—of social mobility and of economic development—cannot be realised by educational change alone. The country is also moving deliberately away from the third ambition, its old humanism of knowledge. The implications of this experience and these developments are discussed. 相似文献
108.
Peter Kelly Chris Hickey Sue Cormack Lyn Harrison Jo Lindsay 《Sport, Education and Society》2013,18(4):467-484
The paper reports on key findings of a research project that examined the roles that community-based sporting clubs in the Australian state of Victoria play in shaping young people's understandings and uses of alcohol. Our research imagined clubs as community hubs that are located in complex networks that impact on the ways that clubs understand their locations in communities, and which have unpredictable influences and consequences on club histories, culture and orientations to issues such as young people and alcohol use. The paper focuses on understanding the key roles played by club leaders in facilitating change and transformation in these contexts, particularly in terms of alcohol-related practices and the potential impact of these on young people's uses and understanding of alcohol. We situate these findings in a framework that draws on the literature of complexity science and complex adaptive systems (CAS) to suggest that these practices and changes need to be understood in ways that allow for complexity, uncertainty, emergent behaviours and adaptive change. 相似文献
109.
Corinne Hahn 《Educational Studies in Mathematics》1999,39(1-3):229-249
This article presents the results of a research study conducted with apprentices in order to examine the double hypothesis
that vocational training incorporating work placement gives the opportunity to construct authentic situations out of the everyday
practices of students and that these situations allow students to improve their understanding of mathematical problems. After
analysis of workplace situations had shown that the only mathematical concept used by apprentices was that of proportionality
applied to percentage calculations, we first analysed the way in which students at several levels handled this idea of percentage.
We then devised an experimental framework in order to help the apprentices to transfer their knowledge. RéSUMé: Cet article
présente les résultats d'une recherche menée avec des apprentis vendeurs afin de vérifier la double hypothèse qu'un enseignement
professionnel en alternance donne l'opportunité de construire des situations authentiques, à partir des pratiques quotidiennes
des élèves et que ces situations permettent aux élèves d'améliorer leur compréhension des problèmes mathématiques. L'analyse
des situations de travail ayant montré que le seul concept mathématique dont les apprentis ont l'usage est le concept de proportionnalité
appliqué aux calculs de pourcentage, nous avons d'abord analysé le comportement d'élèves de plusieurs niveaux face à cette
notion de pourcentage. Nous avons ensuite mis en place un dispositif expérimental afin d'aider les apprentis à transférer
leurs connaissances.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
110.
Möller Bernhard Torrance E. Paul Hahn Walter Kruszewski Krzysztof MacIntosh P. de Landsheere Gilbert Vexliard Alexandre Tyler Louise Bemmerlein Anton 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(4):499-511
International Review of Education - 相似文献