全文获取类型
收费全文 | 2153篇 |
免费 | 65篇 |
专业分类
教育 | 1766篇 |
科学研究 | 31篇 |
各国文化 | 45篇 |
体育 | 101篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 268篇 |
出版年
2023年 | 13篇 |
2022年 | 24篇 |
2021年 | 31篇 |
2020年 | 71篇 |
2019年 | 112篇 |
2018年 | 133篇 |
2017年 | 164篇 |
2016年 | 136篇 |
2015年 | 84篇 |
2014年 | 110篇 |
2013年 | 508篇 |
2012年 | 81篇 |
2011年 | 93篇 |
2010年 | 62篇 |
2009年 | 68篇 |
2008年 | 68篇 |
2007年 | 57篇 |
2006年 | 44篇 |
2005年 | 33篇 |
2004年 | 36篇 |
2003年 | 41篇 |
2002年 | 36篇 |
2001年 | 16篇 |
2000年 | 37篇 |
1999年 | 19篇 |
1998年 | 15篇 |
1997年 | 16篇 |
1996年 | 18篇 |
1995年 | 14篇 |
1994年 | 14篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有2218条查询结果,搜索用时 15 毫秒
991.
The achievement gap in mathematics between African American and Caucasian students has been observed for several decades, though previous research has been unable to fully explain why the gap exists. Using a sample of 56 kindergarten and first grade students, this study examined the role that cognitive developmental level plays in the achievement gap. Results indicated that African American students scored significantly lower than the Caucasian students on a test of mathematical achievement. Furthermore, proportionally more African American students remained in the preoperational stage of development as compared to their same-age Caucasian peers. Finally, after controlling for cognitive developmental level, the achievement gap between the two groups became statistically indistinguishable, suggesting that cognitive developmental level mediates the relationship between ethnicity and mathematic achievement. 相似文献
992.
Proficient readers engage in a wide range of cognitive and metacognitive strategies, and both developmental and classroom
intervention researchers are in need of high-quality measures of strategy use. Several researchers have recently called into
question the validity of the most common type of measures of strategy use in reading, self-report or introspective measures
(i.e., the participant must report on his or her cognitive activity while not actually engaged in the activity). We administered
three parallel strategy use measures to a sample of 30 ninth-grade students: a prospective self-report measure, a concurrent
multiple-choice measure which required students to apply the strategies to specific passages, and a text on which we asked
students to think aloud. We also collected two measures of reading comprehension—a standardized measure and free recall scores.
Consistent with Veenman’s (2005) conclusions based on a literature review, the concurrent multiple-choice and think-aloud
data were both significantly correlated with both of the comprehension scores and with each other, whereas the prospective
self-report data had non-significant correlations with all of the other measures. We conclude by recommending concurrent measures
for researchers who wish to study strategy use in reading comprehension. 相似文献
993.
Sara L. Hartman Jenny Stotts Jennifer R. Ottley Rebecca Miller 《Early Childhood Education Journal》2017,45(3):403-410
Challenging conditions put young children at risk for maltreatment around the world, including in rural, southeastern Ohio. To combat these situations, several strategies are helpful in facilitating positive outcomes for young children. Specifically, when community entities and local school professionals work together, there is a greater likelihood of positive outcomes for children. This article describes meaningful partnerships that contribute to increased school success in rural settings and offers suggestions for developing effective school-community partnerships in other regions of the United States, as well as in other countries. The benefits of the practices described in this article may be felt across multiple layers of a community and are advantageous for all stakeholders. 相似文献
994.
995.
Jennifer Charteris 《Educational Philosophy and Theory》2018,50(14):1576-1577
996.
Peters-Burton Erin E. Parrish Jennifer C. Mulvey Bridget K. 《Science & Education》2019,28(9-10):1027-1053
Science & Education - An understanding of how science is enacted and how scientific knowledge is generated, or the nature of science (NOS), is a major goal of science education. NOS views have... 相似文献
997.
Hagar Ibrahim Labouta Jennifer Dawn Adams David Thomas Cramb 《Cultural Studies of Science Education》2018,13(3):785-796
In this paper we reflect on the article “I am smart enough to study postsecondary science: a critical discourse analysis of latecomers’ identity construction in an online forum”, by Phoebe Jackson and Gale Seiler (Cult Stud Sci Educ. https://doi.org/10.1007/s11422-017-9818-0). In their article, the authors did a significant amount of qualitative analysis of a discussion on an online forum by four latecomer students with past negative experiences in science education. The students used this online forum as an out-of-class resource to develop a cultural model based on their ability to ask questions together with solidarity as a new optimistic way to position themselves in science. In this forum, we continue by discussing the identity of marginalized science students in relation to resources available in postsecondary science classes. Recent findings on a successful case of a persistent marginalized science student in spite of prior struggles and failures are introduced. Building on their model and our results, we proposed a new cultural model, emphasizing interaction between inside and outside classroom resources which can further our understanding of the identity of marginalized science students. Exploring this cultural model could better explain drop-outs or engagement of marginalized science students to their study. We, then, used this model to reflect on both current traditional and effective teaching and learning practices truncating or re-enforcing relationships of marginalized students with the learning environment. In this way, we aim to further the discussion initiated by Jackson and Seiler and offer possible frameworks for future research on the interactions between marginalized students with past low achievements and other high and mid achieving students, as well as other interactions between resources inside and outside science postsecondary classrooms. 相似文献
998.
Suzanne Carrington Hitendra Pillay Megan Tones Julie Nickerson Jennifer Duke Benedict Esibaea 《International Journal of Inclusive Education》2017,21(5):495-506
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there has been a history of policy borrowing rather than culturally informed policy development. This paper will critically discuss how policy development occurs in aid-funded development work and then offers an alternative model of Australian aid-supported policy development as an in-depth case study. 相似文献
999.
Jennifer Farley Katherine Richardson Bruna Dawn Martinez Oropeza Yesenia Ayala 《Journal of Latinos & Education》2019,18(1):81-89
Al Éxito supports the leadership development, post-secondary education, and civic engagement of Iowa Latina/o1 youth. In the summer of 2015, it piloted Movimiento Al Éxito, a “pop up” summer program. In this article, we detail the innovative components and curriculum and describe our journey with “new diasporic” Latina/o youth learning about their place in Iowa and developing testimonios which challenge existing narratives. We explain how emergent critical consciousness led to the program’s continuation and expansion the following school year. 相似文献
1000.