全文获取类型
收费全文 | 394篇 |
免费 | 7篇 |
国内免费 | 1篇 |
专业分类
教育 | 309篇 |
科学研究 | 12篇 |
各国文化 | 1篇 |
体育 | 27篇 |
文化理论 | 11篇 |
信息传播 | 42篇 |
出版年
2023年 | 4篇 |
2022年 | 4篇 |
2021年 | 6篇 |
2020年 | 13篇 |
2019年 | 17篇 |
2018年 | 22篇 |
2017年 | 33篇 |
2016年 | 10篇 |
2015年 | 5篇 |
2014年 | 13篇 |
2013年 | 66篇 |
2012年 | 11篇 |
2011年 | 16篇 |
2010年 | 3篇 |
2009年 | 5篇 |
2008年 | 15篇 |
2007年 | 10篇 |
2006年 | 6篇 |
2005年 | 3篇 |
2004年 | 7篇 |
2003年 | 8篇 |
2002年 | 4篇 |
2000年 | 7篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1995年 | 9篇 |
1994年 | 7篇 |
1993年 | 4篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 5篇 |
1987年 | 8篇 |
1986年 | 6篇 |
1985年 | 5篇 |
1983年 | 2篇 |
1982年 | 6篇 |
1981年 | 8篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1932年 | 2篇 |
1926年 | 1篇 |
1915年 | 1篇 |
1844年 | 1篇 |
1828年 | 1篇 |
排序方式: 共有402条查询结果,搜索用时 15 毫秒
1.
AbstractIn 2016, J. Murrey Atkins Library at the University of North Carolina at Charlotte opened a reservable study room where student parents and caregivers can study with their children on campus. In 2018, the library opened a second family-friendly study room to meet the needs of our growing campus community. To inform the room design, the library conducted a mixed methods research study that included a user survey, an examination of room reservation and usage data, and one-on-one user interviews. This paper focuses on the user-centered design process used to inform the development of the second, family-friendly, library study room. 相似文献
2.
3.
4.
ABSTRACTThis article examines the initial journey of a middle school in South Carolina from a STEM (science, technology, engineering, and math) curriculum to a STEAM (STEM + art) curriculum. This is the first of a three-year longitudinal study that investigated the perceptions of the effectiveness, relative importance, and sustainability of a STEAM curriculum in which the arts animated learning on a daily basis for both teachers and administrators during the first year of implementation beginning in the fall 2014. The article also investigates the response that the faculty of a STEM-oriented middle school had to the induction of STEAM curriculum training. 相似文献
5.
Selective universities regularly employ policies that favor children of alumni (known as legacies) in undergraduate admissions. Since alumni from selective colleges and universities historically have been disproportionately white, admissions policies that favor legacies have disproportionately benefited white students. For this reason, legacy policies lead to additional costs in terms of reductions in racial diversity. As larger numbers of minority students graduate from colleges and universities and have children, however, the potential pool of legacy applicants will change markedly in racial composition. This analysis begins with a review of the history and objectives of the preference for children of alumni in undergraduate admissions. We then consider the specific case of the University of Virginia and employ demographic techniques to predict the racial composition of the pool of potential legacy applicants to the university. Significant changes in the racial composition of classes that graduated from the University of Virginia from the late 1960s through the 1970s foreshadow similar changes in the characteristics of alumni children maturing through the next two decades. 相似文献
6.
Kang Lee Catherine Ann Cameron Fen Xu Genyao Fu And Julie Board 《Child development》1997,68(5):924-934
The present study compared Chinese and Canadian children's moral evaluations of lie and truth telling in situations involving pro- and antisocial behaviors. Seven-, 9-, and 11-year-old Chinese and canadian children were presented 4 brief stories. Two stories involved a child who intentionally carried out a good deed, and the other2 stories involved a child who intentionally carried out a bad deed. When story characters were questioned by a teacher as to who had committed the deed, they either lied or told the truth. Children were asked to evaluate the story characters' deeds and their verbal statements. Overall, Chinese children rated truth telling less positively and lie telling more positively in prosocial settings than Canadian children, indicating that the emphasis on self-effacement and modesty in Chinese culture overrides Chinese children's evaluations of lying in some situations. Both Chinese and canadian children rated trugh telling positively and lie telling negatively in antisocial situations, reflecting the emphasis in both cultures on the distinction between misdeed and truth/lie telling. The findings of the present study suggest that, in the realm of lying and truth telling, a close relation between sociocultural practices and moral judgment exists. Specific social and cultural norms have an impact on children's developing moral judgments, which in turn, are modified by age and experience in a particular culture. 相似文献
7.
8.
Drawing comparisons between students’ alternative solution strategies to a single mathematics problem is a powerful yet challenging instructional practice. We examined 80 preservice teachers’ when asked to design a short lesson when given a problem and two student solutions—one correct and one incorrect. These micro-teaching events were videotaped and coded, revealing that fewer than half of participants (43%) made any explicit comparison or contrasts between the two solution strategies. Those who did were still not likely to use additional support strategies to draw students’ attention to key elements of the comparison. Further, correlations suggest that participants’ mathematical content knowledge may be related to whether participants’ showed contrasting cases but not to whether they used specific pedagogical cues to support those comparisons. While these micro-teaching events differ from the interactive constraints of a classroom, they reveal that participants did not immediately orient toward differing student solutions as a discussion opportunity, and that future instruction on contrasting cases must highlight the utility of this practice. 相似文献
9.
Cameron Richards 《Globalisation, Societies & Education》2004,2(3):337-353
Information and communication technologies (ICTs) represent a crucial force for cultural change in both education and society and possible transitions between old and new learning as well as social values. This is especially so in East Asia, where the young have informally embraced ICTs but learn in formal contexts often still dominated by traditional transmission models of learning rather than the new learner‐centred theories which inform policy imperatives for innovation and reform. Educational contexts like Singapore and Hong Kong are particularly exemplary because they have been so progressive in policy initiatives for ICT integration and reform in formal education, imperatives which conflict in practice with still dominant traditional learning expectations, teaching practices and models of assessment. As typified by such contexts, this paper investigates how the pedagogical dilemmas of a tension between old and new models of learning need to be understood and approached in terms of related and overlapping institutional and social dilemmas of change. 相似文献
10.
Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being 下载免费PDF全文
Keith A. Crnic Cameron L. Neece Laura Lee McIntyre Jan Blacher Bruce L. Baker 《Child development》2017,88(2):436-445
Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized. 相似文献