全文获取类型
收费全文 | 1828篇 |
免费 | 55篇 |
国内免费 | 5篇 |
专业分类
教育 | 1511篇 |
科学研究 | 35篇 |
各国文化 | 36篇 |
体育 | 65篇 |
综合类 | 2篇 |
文化理论 | 4篇 |
信息传播 | 235篇 |
出版年
2023年 | 11篇 |
2022年 | 13篇 |
2021年 | 28篇 |
2020年 | 41篇 |
2019年 | 60篇 |
2018年 | 72篇 |
2017年 | 92篇 |
2016年 | 84篇 |
2015年 | 58篇 |
2014年 | 80篇 |
2013年 | 399篇 |
2012年 | 64篇 |
2011年 | 78篇 |
2010年 | 61篇 |
2009年 | 57篇 |
2008年 | 68篇 |
2007年 | 62篇 |
2006年 | 45篇 |
2005年 | 43篇 |
2004年 | 50篇 |
2003年 | 39篇 |
2002年 | 51篇 |
2001年 | 28篇 |
2000年 | 26篇 |
1999年 | 14篇 |
1998年 | 12篇 |
1997年 | 18篇 |
1996年 | 13篇 |
1995年 | 14篇 |
1994年 | 14篇 |
1993年 | 16篇 |
1992年 | 10篇 |
1991年 | 10篇 |
1990年 | 11篇 |
1989年 | 10篇 |
1988年 | 10篇 |
1987年 | 13篇 |
1986年 | 9篇 |
1985年 | 14篇 |
1984年 | 9篇 |
1983年 | 12篇 |
1982年 | 6篇 |
1981年 | 6篇 |
1980年 | 10篇 |
1979年 | 11篇 |
1978年 | 6篇 |
1977年 | 11篇 |
1976年 | 7篇 |
1975年 | 5篇 |
1974年 | 2篇 |
排序方式: 共有1888条查询结果,搜索用时 318 毫秒
71.
This literature review will take a focused look at the three currently accepted theoretical foundations upon which two-way bilingual immersion programs are based. Through an examination of research on identity construction in childhood and adolescence, particularly as seen through a critical pedagogical lens, it proposes that there exists a fourth and relatively unexamined component: identity construction. Further, it postulates that identity construction is of particular relevance to linguistic minority students. 相似文献
72.
The Responsibilities of White Teacher Candidates and Teacher Educators in Developing Racial Literacy
This article aims to help teacher educators consider how to build racial literacy in their White teacher candidates, providing guidance through pedagogical strategies and approaches based on our and others’ research. In addition, much of the pedagogy that we developed in working with our White teacher candidates can be translated to teachers working with White students at other levels, and it can also help teacher educators develop their own racial literacy. 相似文献
73.
Amy B. Shuffelton 《Educational theory》2012,62(3):305-321
In this essay Amy Shuffelton considers Jean‐Jacques Rousseau's suspicion of imagination, which is, paradoxically, offered in the context of an imaginative construction of a child's upbringing. First, Shuffelton articulates Rousseau's reasons for opposing children's development of imagination and their engagement in the sort of imaginative play that is nowadays considered a hallmark of early and middle childhood. Second, she weighs the merits of Rousseau's opposition, which runs against the consensus of contemporary social science research on childhood imaginative play. Ultimately, Shuffelton argues that Rousseau's work offers an important cautionary note to enthusiasts of children's imaginative play, due to the potentially disruptive influence of consumer capitalism, though she also notes that imagination may play a more redemptive role than Rousseau granted it. 相似文献
74.
75.
76.
77.
Lynn M. Martin 《International Journal of Lifelong Education》2013,32(2):130-141
An emphasis on lifelong learning as a route to economic competitive advantage forms the basis for current governmental policies directed at both firms and individuals. Since small firms are seen as vital for economic growth and development, this sector is a major target for lifelong learning based programmes. However, the views of those in this sector on lifelong learning are less well known. This study of 128 small firms explored the views of owner managers and key staff in these firms about lifelong learning. Despite the hype, owner managers still seemed unsure about the concept, showing the same resistance to embracing learning for all staff seen in earlier studies. However, whilst not recognizing its value for their company to achieve business needs, it was described as important in their own lives, particularly to achieve personal rather than business aims. Examples were also given of transfer of ideas and skills from leisure to work environments. Staff designated as ‘key’ by their managers saw learning as a continuous process, vital for their own future development. These staff had been the main participants of formalized firm learning and had also taken part in learning outside work for personal development. Further research would be needed to identity whether non-preferred staff shares this positive view of learning. 相似文献
78.
Amy Lynn Dee 《The Teacher Educator》2013,48(1):53-70
Successfully implementing the practice of inclusion by differentiating instruction depends on both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and teacher education programs must prepare preservice teachers to meet the needs of all students by teaching the skills needed to make appropriate lesson adaptations, accommodations, and modifications. This study investigates the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary school credential. The research examined the nature, characteristics, and types of instructional adaptations included in the work samples prepared by a sample of preservice teachers resulting in six distinct themes and recommendations for teacher education programs. 相似文献
79.
Richard Lynn 《Learning and individual differences》2010,20(3):152-154
Wicherts, Dolan, Carlson & van der Maas (WDCM) (2010) contend that the average IQ in sub-Saharan Africa is about 76 in relation to a British mean of 100 and sd of 15. This result is achieved by including many studies of unrepresentative elite samples. Studies of acceptably representative samples indicate a sub-Saharan Africa IQ of approximately 66. 相似文献
80.
Doug Marston Mary Pickart Amy Reschly David Heistad Paul Muyskens Gerald Tindal 《Exceptionality》2013,21(2):97-117
The importance of early literacy instruction and its role in later reading proficiency is well established; however, measures and procedures to screen and monitor proficiency in the area of early literacy are less well researched. The purpose of this study was to (a) examine the technical adequacy and validity of early curriculum-based literacy measures, Letter–Sound Correspondence, Onset Phoneme Identification, and Phoneme Segmentation, developed for use within the problem-solving model in the Minneapolis Public Schools and (b) describe the district-wide implementation of these measures. In general, these measures were found to have adequate reliability and validity, have moderate to moderately high correlations with criterion measures (oral reading, report cards), and be sensitive to growth across the school year. A case study of how these measures are used for screening and progress monitoring to improve reading achievement within 1 school is included. Limitations and future directions are also presented. 相似文献