全文获取类型
收费全文 | 912篇 |
免费 | 27篇 |
专业分类
教育 | 694篇 |
科学研究 | 127篇 |
各国文化 | 14篇 |
体育 | 30篇 |
文化理论 | 14篇 |
信息传播 | 60篇 |
出版年
2021年 | 11篇 |
2020年 | 18篇 |
2019年 | 29篇 |
2018年 | 27篇 |
2017年 | 45篇 |
2016年 | 26篇 |
2015年 | 21篇 |
2014年 | 20篇 |
2013年 | 171篇 |
2012年 | 21篇 |
2011年 | 14篇 |
2010年 | 14篇 |
2009年 | 24篇 |
2008年 | 17篇 |
2007年 | 15篇 |
2006年 | 15篇 |
2005年 | 20篇 |
2004年 | 14篇 |
2003年 | 8篇 |
2002年 | 20篇 |
2001年 | 12篇 |
2000年 | 14篇 |
1999年 | 11篇 |
1998年 | 9篇 |
1997年 | 13篇 |
1996年 | 10篇 |
1995年 | 10篇 |
1994年 | 9篇 |
1993年 | 7篇 |
1992年 | 10篇 |
1991年 | 15篇 |
1990年 | 15篇 |
1989年 | 11篇 |
1987年 | 9篇 |
1986年 | 8篇 |
1985年 | 18篇 |
1981年 | 10篇 |
1980年 | 12篇 |
1979年 | 7篇 |
1978年 | 11篇 |
1975年 | 7篇 |
1934年 | 11篇 |
1933年 | 8篇 |
1932年 | 6篇 |
1931年 | 7篇 |
1930年 | 6篇 |
1929年 | 7篇 |
1928年 | 9篇 |
1927年 | 6篇 |
1926年 | 9篇 |
排序方式: 共有939条查询结果,搜索用时 40 毫秒
881.
Kamps D Abbott M Greenwood C Wills H Veerkamp M Kaufman J 《Journal of learning disabilities》2008,41(2):101-114
This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based curriculum delivered in groups of one to six students during 30- to 40-min sessions a minimum of three times per week over a 2-year period. Outcome data were collected for early literacy skills, using the Dynamic Indicators of Basic Early Literacy Skills and Woodcock Reading Mastery Test, with comparisons across the different curricula. Results indicated that students in the more directed, explicit intervention groups generally out-performed students in the comparison group. Implications for future research and practice implementing schoolwide three-tier prevention models are discussed. 相似文献
882.
883.
Howard S. Slusher 《Research quarterly for exercise and sport》2013,84(4):539-545
Abstract Selected high school athletes (junior and senior lettermen in baseball, basketball, football, swimming, and wrestling) were compared with nonathletes from the same population for differences in selected profile scales, as indicated by the Minnesota Multiphasic Personality Inventory (MMPI), and intelligent quotients (I). Personality characteristics in terms of MMPI categories of hypochondriasis (Hs), depression (D), hysteria (hy), psychopathic deviation (Pd), femininity (Mf), paranoia (Pa), and psychasthenia (Pt) distinguished betweeen athletic and nonathletic groups. Femininity and intelligence were significantly lower for all athletic groups when compared with the nonathletic group. Hypochondriasis was significantly higher for all athletic groups, except swimmers, when compared with the nonathletic group. Only hypomania (Ma) and the validity scale (K) failed to differentiate between athletic and nonathletic groups. 相似文献
884.
885.
886.
887.
Previous research set out to identify and examine practice and provision for young people exhibiting behaviour problems who may have been placed in colleges of further education for a variety of reasons. In this paper, Natasha Macnab, John Visser and Harry Daniels explore some of the implications faced by college staff and examine some of the key themes that emerged from this previous study. The first of these themes concerns ‘college culture’, which is seen as being ‘adult orientated’ and therefore more likely to appeal to young people who are tired of school. Indeed, college staff suspect at times that schools are using the transition to college as an alternative to exclusion for some young people. This form of ‘managed transfer’ raises real issues in colleges, especially when some members of college staff do not yet appreciate the ‘appeal of teaching young people with social, emotional and behavioural difficulties (SEBD)’, regarding them as ‘disaffected’ and ‘switched off’ from education. The authors of this article note the need for ‘skilled and committed adults’ to build relationships with these young people in order to promote their social inclusion. They argue that this work will require professional development for staff but will have real benefits for the young people concerned. 相似文献
888.
The influence of test‐based accountability policies on early elementary teachers: School climate,environmental stress,and teacher stress 下载免费PDF全文
Elina Saeki Natasha Segool Laura Pendergast Nathaniel von der Embse 《Psychology in the schools》2018,55(4):391-403
This study examined the potential influence of test‐based accountability policies on school environment and teacher stress among early elementary teachers. Structural equation modeling of data from 541 kindergarten through second grade teachers across three states found that use of student performance on high‐stakes tests to evaluate teachers indirectly was related to teachers’ professional investment via test stress in the environment. Although students in kindergarten through second grade do not take high‐stakes assessments, early elementary teachers reported high levels of stress associated with test‐based accountability policies. This study provides data across multiple states that test‐based accountability policies may have negative influences on school environment and teacher stress among early elementary teachers. Implications for practice and research are discussed. 相似文献
889.
It may not be that difficult the second time around: the effects of rereading on the comprehension and metacomprehension of negated text 下载免费PDF全文
The present research explored the awareness that readers have of the difficulty of negative text and aimed to determine whether rereading could impact comprehension and metacomprehension. Participants read passages that sometimes contained negative words such as ‘no’ and ‘not’, rated their comprehension, and answered a comprehension question about the passage. Half of the passages were read twice and rated again before the participant was prompted to answer a comprehension question. Results showed that passages that were read twice were rated as easier to understand, and questions that corresponded with those passages were answered with higher accuracy as well. However, these improvements were not exclusive to negated passages. And, while participants were aware that the negative passages were harder to comprehend, this understanding did not aid in heightened comprehension of the negative text. Rereading was demonstrated to be a helpful strategy overall but was not sufficient to specifically help with negation. 相似文献
890.
Donna Cross Therese Shaw Melanie Epstein Natasha Pearce Amy Barnes Sharyn Burns Stacey Waters Leanne Lester Kevin Runions 《European Journal of Education》2018,53(4):495-513
Peer bullying increases in times of school transition, influenced by changing peer and friendship groups, new schooling environments and greater stress. Covert forms of bullying, including cyberbullying, become more common in secondary school and cause considerable distress and long-term harm. The period of transition to secondary school is therefore a critical window for intervening to manage and prevent bullying. A three-year cluster randomised control trial was conducted to develop, implement and evaluate the Friendly Schools Project intervention which aimed to reduce bullying and aggression among more than 3,000 students who had recently transitioned to secondary school. Intervention schools were provided with individualised training and resources to support students’ transition and reduce bullying using a multi-level comprehensive intervention addressing classroom curriculum, school policies and procedures, the social and physical environment, pastoral care approaches and school-home-community links. Although the observed effect sizes were small, the intervention had a consistently significant positive effect across a range of outcomes, including bullying perpetration, victimisation, depression, anxiety, stress, feelings of loneliness and perceptions of school safety at the end of the students’ first year in secondary school. However, none of these differences were sustained into the students’ second year of secondary school. These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students who have recently transitioned to secondary school, as well as the need to provide strategies that continue to support students as they progress through school, to sustain these effects. 相似文献