全文获取类型
收费全文 | 644篇 |
免费 | 13篇 |
专业分类
教育 | 458篇 |
科学研究 | 32篇 |
各国文化 | 8篇 |
体育 | 77篇 |
文化理论 | 5篇 |
信息传播 | 77篇 |
出版年
2023年 | 6篇 |
2022年 | 6篇 |
2021年 | 13篇 |
2020年 | 14篇 |
2019年 | 23篇 |
2018年 | 28篇 |
2017年 | 34篇 |
2016年 | 37篇 |
2015年 | 17篇 |
2014年 | 24篇 |
2013年 | 157篇 |
2012年 | 14篇 |
2011年 | 15篇 |
2010年 | 13篇 |
2009年 | 16篇 |
2008年 | 16篇 |
2007年 | 8篇 |
2006年 | 14篇 |
2005年 | 5篇 |
2004年 | 12篇 |
2003年 | 13篇 |
2002年 | 10篇 |
2001年 | 10篇 |
2000年 | 13篇 |
1999年 | 11篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1995年 | 10篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 9篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1984年 | 9篇 |
1983年 | 4篇 |
1982年 | 8篇 |
1981年 | 7篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1974年 | 6篇 |
1882年 | 1篇 |
排序方式: 共有657条查询结果,搜索用时 312 毫秒
91.
Singleton JL Morgan D DiGello E Wiles J Rivers R 《Journal of deaf studies and deaf education》2004,9(1):86-103
The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total number of words, use of words known to be highly frequent in children's writing, redundancy in writing, and use of English function words. All deaf writers showed significantly lower use of function words as compared to their hearing peers. Low-ASL-proficient students demonstrated a highly formulaic writing style, drawing mostly on high-frequency words and repetitive use of a limited range of function words. The moderate- and high-ASL-proficient deaf students' writing was not formulaic and incorporated novel, low-frequency vocabulary to communicate their thoughts. The moderate- and high-ASL students' performance revealed a departure from findings one might expect based on previous studies with deaf writers and their vocabulary use. The writing of the deaf writers also differed from the writing of hearing ESL speakers. Implications for deaf education and literacy instruction are discussed, with special attention to the fact that ASL-proficient, deaf second-language learners of English may be approaching English vocabulary acquisition in ways that are different from hearing ESL learners. 相似文献
92.
93.
Ann F. McKenna Morgan M. Hynes Amy M. Johnson Adam R. Carberry 《European Journal of Engineering Education》2016,41(4):411-425
Product archaeology as an educational approach asks engineering students to consider and explore the broader societal and global impacts of a product's manufacturing, distribution, use, and disposal on people, economics, and the environment. This study examined the impact of product archaeology in a project-based engineering design course on student attitudes and perceptions about engineering and abilities to extend and refine knowledge about broader contexts. Two design scenarios were created: one related to dental hygiene and one related to vaccination delivery. Design scenarios were used to (1) assess knowledge of broader contexts, and (2) test variability of student responses across different contextual situations. Results from pre- to post-surveying revealed improved student perceptions of knowledge of broader contexts. Significant differences were observed between the two design scenarios. The findings support the assumption that different design scenarios elicit consideration of different contexts and design scenarios can be constructed to target specific contextual considerations. 相似文献
94.
95.
The development of a set of religiously integrated schools in Northern Ireland since 1981 is often portrayed in wholly positive terms. However, the continued growth of the movement has generated serious tensions at a number of levels which have wider implications for any analysis of the implications of parental choice. 相似文献
96.
Anna Jones Joanna Atkinson Chloe Marshall Nicola Botting Michelle C. St Clair Gary Morgan 《Child development》2020,91(2):e400-e414
Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6–11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again 2 years later. Both groups improved their scores on all tasks over this period. DHH children performed significantly less well than hearing peers on some EF tasks and the vocabulary test at both time points. Cross-lagged panel models showed that vocabulary at Time 1 predicted change in EF scores for both DHH and hearing children but not the reverse. 相似文献
97.
Kelly N. Clark Nicole B. Dorio Morgan A. Eldridge Christine K. Malecki Michelle K. Demaray 《Psychology in the schools》2020,57(2):204-221
Grit has been defined as passionate perseverance toward long-term challenging goals and it is associated with various positive outcomes for youth, including academic achievement. However, less is known about these associations for the two facets of grit (i.e., perseverance of effort, consistency of interest) and few studies have examined the link between grit and perceived social support. The present study examined the group-level demographic differences (i.e., gender, grade, socioeconomic status, and special education status) of grit in a high school sample (N = 1,077). In addition, direct associations between grit and perceived social support from multiple sources (i.e., teacher, classmate, parent) were examined, as well as a potential enhancing effect of social support as a moderator of the relation between grit and academic achievement. Results indicated positive associations among grit and its facets with social support from parents and classmates. Furthermore, the positive relation between grit and achievement was stronger for students reporting high social support from teachers, but not other sources (i.e., classmates, parents). Practical and theoretical implications for promoting student success are discussed. 相似文献
98.
99.
Morgan Harris Green 《海外英语》2009,(6):1-1
100.
Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting
and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and
the types of literacy and language activities in which parents and children engage, are all related to young children’s developing
literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly
enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman
et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags
is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy.
This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions
for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme. 相似文献