全文获取类型
收费全文 | 2690篇 |
免费 | 81篇 |
国内免费 | 1篇 |
专业分类
教育 | 2196篇 |
科学研究 | 65篇 |
各国文化 | 49篇 |
体育 | 136篇 |
综合类 | 1篇 |
文化理论 | 13篇 |
信息传播 | 312篇 |
出版年
2023年 | 13篇 |
2022年 | 30篇 |
2021年 | 36篇 |
2020年 | 81篇 |
2019年 | 130篇 |
2018年 | 148篇 |
2017年 | 188篇 |
2016年 | 153篇 |
2015年 | 100篇 |
2014年 | 128篇 |
2013年 | 637篇 |
2012年 | 95篇 |
2011年 | 104篇 |
2010年 | 76篇 |
2009年 | 83篇 |
2008年 | 87篇 |
2007年 | 69篇 |
2006年 | 56篇 |
2005年 | 45篇 |
2004年 | 50篇 |
2003年 | 44篇 |
2002年 | 46篇 |
2001年 | 18篇 |
2000年 | 46篇 |
1999年 | 29篇 |
1998年 | 23篇 |
1997年 | 23篇 |
1996年 | 23篇 |
1995年 | 23篇 |
1994年 | 22篇 |
1993年 | 8篇 |
1992年 | 14篇 |
1991年 | 11篇 |
1990年 | 6篇 |
1989年 | 7篇 |
1987年 | 8篇 |
1986年 | 4篇 |
1985年 | 10篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1982年 | 7篇 |
1981年 | 10篇 |
1980年 | 8篇 |
1979年 | 8篇 |
1978年 | 9篇 |
1977年 | 4篇 |
1976年 | 8篇 |
1974年 | 4篇 |
1973年 | 4篇 |
1971年 | 4篇 |
排序方式: 共有2772条查询结果,搜索用时 15 毫秒
71.
The current study used a novel methodology based on multivocal ethnography to assess the relations between conformity and evaluations of intelligence and good behavior among Western (U.S.) and non-Western (Ni-Vanuatu) children (6- to 11-year-olds) and adolescents (13- to 17-year-olds; N = 256). Previous research has shown that U.S. adults were less likely to endorse high-conformity children as intelligent than Ni-Vanuatu adults. The current data demonstrate that in contrast to prior studies documenting cultural differences between adults' evaluations of conformity, children and adolescents in the United States and Vanuatu have a conformity bias when evaluating peers' intelligence and behavior. Conformity bias for good behavior increases with age. The results have implications for understanding the interplay of conformity bias and trait psychology across cultures and development. 相似文献
72.
Marc Jambon Sheri Madigan André Plamondon Ella Daniel Jennifer M. Jenkins 《Child development》2019,90(5):1598-1613
This study utilized actor–partner interdependence modeling to examine the bidirectional effects of younger (Mage = 18 months) and older siblings (Mage = 48 months) on later empathy development in a large (n = 452 families), diverse (42% immigrant) Canadian sample. Controlling for parenting, demographic characteristics, sibling relationship quality, and within-child stability in empathic concern, both younger and older siblings’ observed empathic concern uniquely predicted relative increases in the other's empathy over a period of 18 months. The strength of the partner effects did not differ by birth order. Sex composition moderated the younger sibling partner effect, whereas age gap moderated the older sibling partner effect. This study highlights the important role that siblings play in enhancing the development of care and concern for others. 相似文献
73.
74.
75.
76.
Evaluating the Comparability of Paper‐ and Computer‐Based Science Tests Across Sex and SES Subgroups
As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed. 相似文献
77.
Jennifer L. Gilliard 《Journal of Early Childhood Teacher Education》2013,34(1):79-84
Abstract Sixteen preservice teachers participated in a service‐learning project to build tolerance in the community as a result of their desire to do something or to make a difference after the terrorist attacks of September 11, 2001. Student reflection papers revealed an increase in student tolerance and feelings of competence after participating in the project. Student‐led project work enabled students to direct their own learning, reflect on feelings about terrorism and tolerance, participate in collaborative relationships and make a contribution to campus and community life. Advocacy and mentoring are discussed as key teaching strategies for replicating project outcomes. © 2004 Published by Elsevier Inc. 相似文献
78.
This paper explores the connections between Physical Education, nationalism and citizenship in England and Wales focusing upon how education legislation, in particular the National Curriculum (NC) and Local Management of Schools (LMS), are implicated in the cultural production of ideational differences between and amongst the peoples of England and Wales. As our previous research has centred heavily on the making and implementation of education policy and PE in England, we take this opportunity to adjust our gaze and focus squarely on issues of cultural production in Wales, particularly relationships between the construction of images of Welsh identity and education policy and practice relating to PE and sport in schools. The analysis highlights that tendencies towards a narrow, conservative, cultural restoration are as evident in Wales as they are in England and obstruct progression towards more innovative and progressive ideals. 相似文献
79.
The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury (TBI) while preparing undergraduate and graduate students for special education (SpEd) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final semesters before obtaining degrees. Each completed an 18‐item true/false survey about TBI and the associated recovery process. Results were compared with survey responses from 318 lay public respondents who participated in a previous study. Two major findings emerged: (a) no significant differences existed in misconception endorsement between SpEd students completing Bachelor's versus Master's degrees; and (b) graduating students in SpEd teacher preparation programmes endorsed similar misconceptions as lay public respondents; hence, these programmes do not appear effective in dispelling common TBI misconceptions. Improving academic preparation for special educators regarding TBI is imperative for effectively identifying, assessing and serving student survivors. 相似文献
80.