全文获取类型
收费全文 | 855篇 |
免费 | 24篇 |
专业分类
教育 | 745篇 |
科学研究 | 22篇 |
各国文化 | 8篇 |
体育 | 44篇 |
文化理论 | 2篇 |
信息传播 | 58篇 |
出版年
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 13篇 |
2020年 | 13篇 |
2019年 | 22篇 |
2018年 | 30篇 |
2017年 | 44篇 |
2016年 | 41篇 |
2015年 | 23篇 |
2014年 | 19篇 |
2013年 | 172篇 |
2012年 | 24篇 |
2011年 | 21篇 |
2010年 | 26篇 |
2009年 | 20篇 |
2008年 | 18篇 |
2007年 | 27篇 |
2006年 | 17篇 |
2005年 | 14篇 |
2004年 | 19篇 |
2003年 | 16篇 |
2002年 | 11篇 |
2001年 | 10篇 |
2000年 | 10篇 |
1999年 | 11篇 |
1998年 | 15篇 |
1997年 | 11篇 |
1996年 | 12篇 |
1995年 | 23篇 |
1994年 | 21篇 |
1993年 | 18篇 |
1992年 | 10篇 |
1991年 | 11篇 |
1990年 | 16篇 |
1989年 | 10篇 |
1988年 | 12篇 |
1987年 | 8篇 |
1986年 | 12篇 |
1985年 | 3篇 |
1984年 | 5篇 |
1983年 | 10篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 8篇 |
1979年 | 6篇 |
1978年 | 8篇 |
1976年 | 3篇 |
1974年 | 3篇 |
1968年 | 2篇 |
1956年 | 2篇 |
排序方式: 共有879条查询结果,搜索用时 41 毫秒
71.
72.
J A Green 《Child development》1988,59(1):1-25
This article provides an introduction to loglinear analysis of cross-classification tables, including tables with nominal and ordinal variables. Loglinear models offer several advantages over the more commonly used chi-square test of independence, including the ability to analyze 3-, 4-, and higher-way interactions, the ability to determine whether the association between variables is linear or nonlinear, and the ability to interpret scale scores assigned to categories of an ordinal variable. After a review of the advantages of loglinear modeling, the chi-square test of independence is compared with the loglinear model of independence. This comparison serves to introduce the notation and terminology of loglinear modeling. The overall strategy of loglinear modeling is introduced next; then special loglinear models for ordinal data are reviewed. Each model discussed in the article is applied to data from the developmental literature. 相似文献
73.
Four pigeons were exposed to several nonindependent concurrent variable-interval schedules of reinforcement. One schedule component required a keypecking response; the other component required a treadlepressing response. The birds matched the ratio of their behavior (as measured by responses and time) between the two topographically different responses to the ratio of reinforcement in those two components. When additional foods not contingent on a keypeck or treadle-press were then added, the birds matched time spent in the components to total rates of food delivered in those components; response matching was somewhat disrupted. The matching law, developed under concurrent variable-interval schedules requiring similar responses, can thus account for choice behavior involving topographically different responses. 相似文献
74.
Jonathan Raper Nicholas Green 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(3):164-172
Experience gained in the construction of the world's first Geographical Information Systems tutor, ARCDEMO, emphasised the importance of accommodating different learning strategies. ARCDEMO, while highly successful, suffered from static graphical displays, a single pre-determined access path, and an overall design which restricted its scope in use. The Geographical Information System Tutor (GIST) was developed to address these problems using Apple's object-orientated HyperCard software. GIST incorporates a 'point-and-click' interface with graphical cues to initiate operations which include animated demonstrations, step-by-step illustrative graphics and graphical displays capable of user modification. The system was designed with two alternative access modes, serial or browsing , to allow different classes of user to work through the material in their preferred fashion. The use of GIST in undergraduate and short course teaching has shown how users respond well to the interface and find graphical explanations easy to follow. 相似文献
75.
ABSTRACTIn this article we consider the rights of children and young people with special educational needs and disabilities in England, introduced under the Children and Families Act 2014, within the context of the wider reforms made by the Act. Drawing primarily on key informant interviews conducted as part of an ESRC project on Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1), and making reference to the international framework of children’s and disabled persons’ rights, we present an analysis of the (mostly professional) viewpoints gathered and what they tell us about the progress towards the realisation of children and young people’s autonomy and agency in this field. 相似文献
76.
77.
Beginning literacy: links among teacher knowledge, teacher practice, and student learning 总被引:2,自引:0,他引:2
McCutchen D Abbott RD Green LB Beretvas SN Cox S Potter NS Quiroga T Gray AL 《Journal of learning disabilities》2002,35(1):69-86
Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning. 相似文献
78.
79.
80.
Tonika Duren Green Beverly Booker Ammah Nola Butler-Byrd Regina Brandon Angela McIntosh 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):528-547
In this conceptual article, we focus on mentoring as a strategy to mend the cracks in the education pipeline for African American graduate students. Our article highlights the African American Mentoring Program (AAMP) model and examines the unique methods it uses to support the retention and graduation of African American graduate students from a university and their transition to the workforce. AAMP operates from a Transitional Cultural Framework and strives to bridge the gap between the students’ culture and the culture of the university. AAMP’s uniqueness is harnessed in its deep roots in culture, history, collectivism, and inter-generational sharing of knowledge. We end with implications and recommendations for universities and future research. 相似文献