全文获取类型
收费全文 | 546篇 |
免费 | 4篇 |
国内免费 | 2篇 |
专业分类
教育 | 412篇 |
科学研究 | 11篇 |
各国文化 | 6篇 |
体育 | 55篇 |
综合类 | 2篇 |
文化理论 | 4篇 |
信息传播 | 62篇 |
出版年
2023年 | 5篇 |
2022年 | 3篇 |
2021年 | 3篇 |
2020年 | 4篇 |
2019年 | 8篇 |
2018年 | 22篇 |
2017年 | 13篇 |
2016年 | 22篇 |
2015年 | 10篇 |
2014年 | 10篇 |
2013年 | 145篇 |
2012年 | 5篇 |
2011年 | 11篇 |
2010年 | 8篇 |
2009年 | 12篇 |
2008年 | 15篇 |
2007年 | 11篇 |
2006年 | 6篇 |
2005年 | 10篇 |
2004年 | 4篇 |
2003年 | 15篇 |
2002年 | 9篇 |
2001年 | 6篇 |
2000年 | 14篇 |
1999年 | 4篇 |
1998年 | 6篇 |
1997年 | 7篇 |
1995年 | 9篇 |
1994年 | 7篇 |
1993年 | 6篇 |
1992年 | 13篇 |
1991年 | 6篇 |
1990年 | 11篇 |
1989年 | 5篇 |
1988年 | 6篇 |
1987年 | 12篇 |
1986年 | 8篇 |
1985年 | 6篇 |
1984年 | 3篇 |
1983年 | 7篇 |
1982年 | 5篇 |
1981年 | 7篇 |
1980年 | 6篇 |
1979年 | 6篇 |
1978年 | 3篇 |
1976年 | 4篇 |
1969年 | 4篇 |
1966年 | 2篇 |
1962年 | 3篇 |
1960年 | 2篇 |
排序方式: 共有552条查询结果,搜索用时 15 毫秒
41.
Filippo Abbondanza Philip S. Dale Carol A. Wang Marianna E. Hayiou-Thomas Umar Toseeb Tanner S. Koomar Karen G. Wigg Yu Feng Kaitlyn M. Price Elizabeth N. Kerr Sharon L. Guger Maureen W. Lovett Lisa J. Strug Elsje van Bergen Conor V. Dolan J. Bruce Tomblin Kristina Moll Gerd Schulte-Körne Nina Neuhoff Andreas Warnke Simon E. Fisher Cathy L. Barr Jacob J. Michaelson Dorret I. Boomsma Margaret J. Snowling Charles Hulme Andrew J. O. Whitehouse Craig E. Pennell Dianne F. Newbury John Stein Joel B. Talcott Dorothy V. M. Bishop Silvia Paracchini 《Child development》2023,94(4):970-984
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (Ncases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions. 相似文献
42.
Sarah W. Harry Kayla E. Bates-Brantley Breya L. Whitefield Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430
Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill. 相似文献
43.
Dale Whittington 《Educational Measurement》1999,18(1):14-22
Can validity and reliability be taught from the perspective of the decisions classroom teachers make instead of from a more purely psychometric perspective? What aspects of validity and reliability are particularly relevant for classroom teachers? 相似文献
44.
Glen Holt 《Public Library Quarterly》2013,32(2):179-183
No abstract available for this article. 相似文献
45.
46.
Analysis of academic administrators’ attitudes: annual evaluations and factors that improve teaching
Brian D. Cherry Nathan Grasse Dale Kapla Brad Hamel 《Journal of Higher Education Policy & Management》2017,39(3):296-306
This article examines academic administrators’ attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process facilitates quality instruction. With increased pressure for accountability being placed on higher education, it is important to ensure that we are meeting both public and academic expectations. The evaluation process is an important tool to ensure the university’s goals and values are articulated and that academics can be successful in their individual career paths. The problem is most research finds flaws with the current method of evaluation, and academics and academic administrators are sceptical about the process and results. We find there are environmental factors that influence academic administrators’ perceptions of academic evaluations and the ability to improve classroom instruction. 相似文献
47.
Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students’ ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time. 相似文献
48.
49.
50.