全文获取类型
收费全文 | 805篇 |
免费 | 8篇 |
专业分类
教育 | 579篇 |
科学研究 | 55篇 |
各国文化 | 9篇 |
体育 | 66篇 |
文化理论 | 3篇 |
信息传播 | 101篇 |
出版年
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 13篇 |
2019年 | 23篇 |
2018年 | 34篇 |
2017年 | 27篇 |
2016年 | 44篇 |
2015年 | 18篇 |
2014年 | 31篇 |
2013年 | 174篇 |
2012年 | 17篇 |
2011年 | 22篇 |
2010年 | 20篇 |
2009年 | 28篇 |
2008年 | 38篇 |
2007年 | 28篇 |
2006年 | 27篇 |
2005年 | 26篇 |
2004年 | 15篇 |
2003年 | 15篇 |
2002年 | 20篇 |
2001年 | 17篇 |
2000年 | 14篇 |
1999年 | 18篇 |
1998年 | 10篇 |
1997年 | 15篇 |
1996年 | 10篇 |
1995年 | 6篇 |
1994年 | 7篇 |
1993年 | 10篇 |
1992年 | 6篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1988年 | 7篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1984年 | 3篇 |
1983年 | 7篇 |
1980年 | 3篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1974年 | 3篇 |
1972年 | 1篇 |
1965年 | 1篇 |
1964年 | 1篇 |
1915年 | 1篇 |
1905年 | 1篇 |
排序方式: 共有813条查询结果,搜索用时 31 毫秒
1.
Paul L. Morgan George Farkas Marianne M. Hillemeier Wik Hung Pun Steve Maczuga 《Child development》2019,90(5):1802-1816
Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, Mage = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning. 相似文献
2.
3.
A process model of writing development across the life span 总被引:4,自引:0,他引:4
Virginia W. Berninger Frances Fuller Dianne Whitaker 《Educational Psychology Review》1996,8(3):193-218
In this article, we provide an overview of writing development from a product perspective and from a process perspective. Then we discuss modifications of the most influential process model of skilled adult writing to explain beginning and developing writing, including a proposed developmental sequence of the emergence of cognitive processes in writing. Next we report the results of two recent dissertations by the second and third authors supervised by the first author aimed toward contrasting developmental issues: (a) specifying the algorithms or rules of thumb beginning and developing writers may use during on-line planning; and (b) investigating the further development of writing processes among skilled adult writers. In the first study, development was conceptualized as a linear process across age groups. In the second study, development was conceptualized as a horizontal process within skilled adult writers who expanded their expertise. Finally, we consider the developmental constraints and the instructional constraints on writing development and argue for a model of writing development in which endogenous and exogenous process variables interact to determine the outcome of the writing development process. 相似文献
4.
5.
6.
The 1992—93 National Survey of Postsecondary Faculty (NSOPF) provides a unique opportunity to examine class size and the institutional and academic factors associated with class size differences. The institutional characteristics examined in this paper include public or private control, Carnegie classification, and institutional size. The course academic characteristics considered include academic discipline as described by Biglan (1973a), student level, and principal method of instruction. The results support the formation of comparative distributions for class size comparison and better understanding of institutional and course characteristics associated with class size differences. 相似文献
7.
Jeffery Sprague Hill M. Walker Steve Stieber Brandi Simonsen Vicki Nishioka Linda Wagner 《Psychology in the schools》2001,38(2):197-206
There is a growing concern about violent and destructive behaviors of youth that require intervention by juvenile justice and youth‐serving agencies. This concern has led many to conclude that schools and community agencies must increase efforts to prevent juvenile delinquency and to provide programs that will facilitate rehabilitation, education, and vocational training for youth already involved. A clear understanding of the nature and range of behaviors that result in juvenile crime is needed in order to develop programs and interventions that can be expected to lead to beneficial changes for youth and for society as a whole. The purpose of this article is to describe the relationship between school behaviors and youth characteristics in school (e.g., discipline referrals, teacher nominations, nomothetic ratings) and referrals to juvenile authorities (e.g., illegal behaviors). We describe a strategy of using teacher nominations, school discipline referrals, and community arrest data to predict delinquent and violent behavior in youth. We outline data from a group of socially maladjusted middle school youth to illustrate the relationship between the two data sources and recommendations for identification and treatment of youth at risk for delinquency and antisocial behavior. © 2001 John Wiley & Sons, Inc. 相似文献
8.
9.
This article which is largely conceptual in nature, explores the possibilities provided by embracing complexity thinking that are attentive to, but not confined by, externally imposed curriculum mandates while simultaneously honoring the interests and needs of individual students and the classroom collective. From this perspective, the ideas of negotiating authority, adopting a holistic view, engaging in participatory democratic practices, and using a project-based approach to learning are examined. In doing so, the concept of ‘activity frames’ is introduced and developed as a useful way of responding to curriculum mandates while being responsive to and respectful of individual and collective student learning agendas. 相似文献
10.