全文获取类型
收费全文 | 446篇 |
免费 | 11篇 |
专业分类
教育 | 373篇 |
科学研究 | 8篇 |
各国文化 | 8篇 |
体育 | 41篇 |
文化理论 | 3篇 |
信息传播 | 24篇 |
出版年
2023年 | 4篇 |
2022年 | 7篇 |
2021年 | 5篇 |
2020年 | 21篇 |
2019年 | 19篇 |
2018年 | 25篇 |
2017年 | 25篇 |
2016年 | 21篇 |
2015年 | 14篇 |
2014年 | 15篇 |
2013年 | 100篇 |
2012年 | 15篇 |
2011年 | 19篇 |
2010年 | 13篇 |
2009年 | 15篇 |
2008年 | 13篇 |
2007年 | 6篇 |
2006年 | 11篇 |
2005年 | 9篇 |
2004年 | 7篇 |
2003年 | 4篇 |
2002年 | 6篇 |
2001年 | 6篇 |
2000年 | 4篇 |
1999年 | 4篇 |
1997年 | 1篇 |
1996年 | 6篇 |
1995年 | 9篇 |
1994年 | 1篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 9篇 |
1988年 | 5篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1979年 | 4篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1973年 | 3篇 |
排序方式: 共有457条查询结果,搜索用时 31 毫秒
1.
Thiwawan Thepha Debbie Marais Jacqueline Bell Somjit Muangpin 《The Journal of perinatal education》2021,30(2):71
To address the reduction of the 6-month exclusive breastfeeding (EBF) rate in Northeast Thailand, a 3-year 6-month EBF intervention model was developed using concept mapping. A training for health-care professionals and community leaders was prioritized as the initial intervention. The aim was to assess the feasibility of the training intervention and its potential to improve 6-month EBF knowledge. A pre- and posttest, and an open question were conducted. Data were analyzed using t tests and thematic analysis. For the 17 health-care professionals and community leaders who participated, the mean 6-month EBF knowledge scores improved significantly from 5.28 to 10.21 (p value < .01). It is recommended that this workshop could be duplicated and scaled up in other regions across Thailand to standardize care. 相似文献
2.
In societies experiencing or emerging from conflict, teachers often deliver educational programmes designed to build community cohesion. We report on research which examined teachers’ views of the implementation of a programme involving both face-to-face and online contact between pupils. Findings suggest that this blended approach is highly motivational, enhancing online work and relationship building. The research underlines the importance of the political, educational and historical context for work of this sort and the impact this has on the particular blend of online and face-to-face interaction. Implications for policymakers and teachers include value for money and sustainability of blended intercultural education in similar contexts. 相似文献
3.
Siti Arni Basir John Davies Jacqueline Douglas Alexander Douglas 《Journal of Higher Education Policy & Management》2017,39(3):320-340
This study investigates the influence of the elements of academic culture on quality management system ISO 9001 maintenance within Malaysian universities. There is a dearth of empirical studies on maintaining ISO 9001, particularly in the higher education context. From the literature review, academic culture was classified according to four elements – academic freedom, individualism, professionalism and collegiality. Two case studies were conducted within Malaysian universities that had been ISO 9001-certified for 5 years. At the time of this research, these two were the only universities that had certification for their entire organisation. (Most organisations gain certification for specific departments). The findings showed that academic freedom, individualism and collegiality had worked against ISO 9001 maintenance, while professionalism had influenced ISO 9001 maintenance both positively and negatively. The opposites of individualism (teamwork) and collegiality (managerialism) had supported ISO 9001 maintenance in one of the cases. 相似文献
4.
Jacqueline M. White Steven R. Yussen Edward M. Docherty 《Contemporary educational psychology》1976,1(4):356-368
It was hypothesized that the Montessori curriculum accelerates the acquisition of a number of concrete operational skills. To test this, eighty 4-year-old children were given three Piagetian problems—seriation, classification, and conservation. Half of the subjects were from Montessori schools, and the other half were from more traditional nursery settings. Within each type of school, half of the children were first year and the other half were second year enrollees. Results showed that significantly more Montessori than traditional children seriated and classified objects like concrete thinkers but that there were no differences on the conservation problem. Year of enrollment did not influence performance on any of the tasks. It was concluded that the hypothesis was confirmed and that the failure to find acceleration of conservation performance was due to its advanced nature relative to the other problems and/or the tangential manner in which Montessori exercises deal with the critical concepts that underly it. 相似文献
5.
Jacqueline L. Tilley Stanley J. Huey Jr. JoAnn M. Farver Mark H.C. Lai Crystal X. Wang 《Child development》2021,92(2):502-516
This meta-analysis synthesizes the empirical data on problem behaviors among foreign- (G1) and U.S-born (G2+) youth and explores the effects of immigrant status on youth internalizing and externalizing problems. A random effects meta-regression with robust variance estimates summarized effect sizes for internalizing and externalizing problems across 91 studies (N = 179,315, Mage = 13.98). Results indicated that G1 youth reported significantly more internalizing problems (g = .06), and fewer externalizing problems than G2+ youth (g = −.06). Gender and sample type moderated the effects. The findings provide a first-step toward reconciling mixed support for the immigrant paradox by identifying for whom and under what conditions the immigrant experience serves as a risk or protective factor for youth. 相似文献
6.
This study compares the rhyme-generation ability of deaf participants with severe to profound hearing losses from cued speech (CS) and non-cued speech (NCS) backgrounds with a hearing comparison group for consistent orthography-to-phonology (O-P) rhyming elements, or rimes (e.g., -ail in sail is always pronounced the same), and inconsistent orthography-to-phonology (I-O-P) rhyming elements where the orthographic rime (e.g., -ear) has different pronunciations in words such as bear, and rear. Rhyming accuracy was better for O-P target words than for I-O-P target words. The performance of the deaf participants from CS backgrounds, although falling between that of the hearing and the NCS groups, did not differ significantly from that of the hearing group. By contrast, the performance of the NCS group was lower than that of the hearing group. Hearing and CS participants produced more orthographically different responses (e.g., blue-few), whereas participants from the NCS group produced more responses that are orthographically similar (e.g., blue-true), indicating that the hearing and CS groups rely more on phonology and the NCS group more on spelling to generate rhymes. The results support the use of cued speech for developing phonological abilities of deaf students to promote their reading abilities. 相似文献
7.
This paper presents results of research concerning the construction of the concept of natural integers by children. By testing the same children, whose school history was known with accuracy, at one year in tervals, we have sought to determine: — How their competence in counting and numeration evolved during this period. — What the mechanisms of this evolution were. — What role school learning played. 相似文献
8.
9.
The centrality of service learning in the development of students’ professional practice has received worldwide attention. Exposure to appropriately designed service learning experience determines the acquisition of graduate attributes. This article addresses a study in which the key question was: What methods and strategies do students and their clinical supervisors find beneficial in improving their learning experiences during service learning placements? Drawing on the views and experiences of a group of final year occupational therapy (OT) students and their supervisors, the initial focus is on concepts in learning relevant to service learning and professional development, including Vygotsky's zone of proximal development (ZPD), the capability approach and collaborative and peer assisted learning. This is followed by an overview of the methodology and an analysis of the students’ and clinical supervisors’ experiences during service learning. The discussion focuses on the implications of the study findings for practice within a service learning context to enhance the alignment of institutional practices with students’ needs. 相似文献
10.
Amy Groff Donna Lockhart Jacqueline Ogden Lynn D. Dierking 《Environmental Education Research》2005,11(3):371-387
In the past decade, we have seen an increased focus on measuring the impact of zoos, aquariums, and other free‐choice learning environments on the conservation‐related knowledge, attitudes and behavior of the visiting public. However, no such studies have been conducted on the impact of such environments on the staff working in these facilities – the very staff that in turn interact with the public on a daily basis. Clearly these interactions are recognized as being important; for example, the thousands of staff employed by Disney’s Animal Kingdom are regularly provided with conservation‐related training – both formal, in‐class experiences, as well as more informal experiences with animals; these are a mixture of compulsory and freely chosen experiences. An exploratory qualitative study was conducted to investigate the impact of working at Disney’s Animal Kingdom on staff knowledge, attitudes, and behavior related to animals and their conservation. The resulting findings offer preliminary evidence that working in an environmentally themed setting has a positive impact on all of these variables, and that particular experiences – notably experiences in back‐of‐house animal holding areas and with animal staff – are key. These findings suggest that further investigation into the impact of working in such learning settings could be fruitful in understanding the role that the work place plays in supporting the free‐choice learning of staff. This is important both from the perspective of the staff themselves, and in relation to the impact that these individuals may have on visitors to free‐choice learning settings. 相似文献