全文获取类型
收费全文 | 41518篇 |
免费 | 769篇 |
国内免费 | 604篇 |
专业分类
教育 | 26382篇 |
科学研究 | 6098篇 |
各国文化 | 267篇 |
体育 | 2940篇 |
综合类 | 1696篇 |
文化理论 | 133篇 |
信息传播 | 5375篇 |
出版年
2023年 | 99篇 |
2022年 | 383篇 |
2021年 | 1032篇 |
2020年 | 844篇 |
2019年 | 714篇 |
2018年 | 822篇 |
2017年 | 910篇 |
2016年 | 834篇 |
2015年 | 1232篇 |
2014年 | 1790篇 |
2013年 | 5101篇 |
2012年 | 2383篇 |
2011年 | 2520篇 |
2010年 | 2459篇 |
2009年 | 2113篇 |
2008年 | 2070篇 |
2007年 | 2241篇 |
2006年 | 2148篇 |
2005年 | 1732篇 |
2004年 | 988篇 |
2003年 | 939篇 |
2002年 | 881篇 |
2001年 | 968篇 |
2000年 | 676篇 |
1999年 | 563篇 |
1998年 | 396篇 |
1997年 | 344篇 |
1996年 | 313篇 |
1995年 | 236篇 |
1994年 | 235篇 |
1993年 | 207篇 |
1992年 | 275篇 |
1991年 | 239篇 |
1990年 | 270篇 |
1989年 | 239篇 |
1988年 | 182篇 |
1987年 | 186篇 |
1986年 | 192篇 |
1985年 | 180篇 |
1984年 | 188篇 |
1983年 | 176篇 |
1982年 | 137篇 |
1981年 | 139篇 |
1980年 | 134篇 |
1979年 | 192篇 |
1978年 | 161篇 |
1977年 | 113篇 |
1976年 | 121篇 |
1975年 | 110篇 |
1971年 | 101篇 |
排序方式: 共有10000条查询结果,搜索用时 30 毫秒
961.
This study provides an expanded view of joint attention and its relation to expressive language development. A total of 144 toddlers (40 typically developing, 58 with autism spectrum disorder [ASD], 46 with developmental delay [DD]) participated at 24 and 31 months. Toddlers who screened positive for ASD risk, especially those subsequently diagnosed with ASD, had poorer joint attention skills, joint engagement during parent–toddler interaction, and expressive language. Findings highlight the dynamic relation between joint attention and language development. In the ASD and DD groups, joint engagement predicted later expressive vocabulary, significantly more than predictions based on joint attention skills. Joint engagement was most severely impacted when toddlers did not talk initially and improved markedly if they subsequently began to speak. 相似文献
962.
Katharine H. Zeiders Sara D. Bayless Chelsea L. Derlan Adriana J. Umaña-Taylor Kimberly A. Updegraff Laudan B. Jahromi 《Child development》2019,90(3):e373-e385
Ethnic–racial identity (ERI) development and ethnic–racial discrimination are two salient experiences among adolescents in the United States. Despite growing awareness of the costs and benefits of these experiences individually, we know little about how they may influence one another. The current study examined competing hypotheses relating discrimination and components of ERI (i.e., exploration, resolution, affirmation) among a sample of Mexican-origin adolescent mothers (N = 181; Mage at Wave 1 = 16.83, SD = 1.01) across six waves of data. Findings revealed that within-person changes in discrimination predicted subsequent ERI resolution and affirmation; however, ERI did not predict subsequent discrimination. Between-person effects of discrimination on affirmation were significant. Our findings underscore the importance of discrimination experiences in shaping Mexican-origin adolescent mothers’ normative developmental competencies. 相似文献
963.
Socioeconomic status (SES) and bilingualism have been shown to influence executive functioning during early childhood. Less is known, however, about how the two factors interact within an individual. By analyzing a nationally representative sample of approximately 18,200 children who were tracked from ages 5 to 7 across four waves, both higher SES and bilingualism were found to account for greater performance on the inhibition and shifting aspects of executive functions (EF) and self-regulatory behaviors in classroom. However, only SES reliably predicted verbal working memory. Furthermore, bilingualism moderated the effects of SES by ameliorating the detrimental consequences of low-SES on EF and self-regulatory behaviors. These findings underscore bilingualism's power to enrich executive functioning and self-regulatory behaviors, especially among underprivileged children. 相似文献
964.
L. DiAnne Borders Laura M. Gonzalez Lindsey K. Umstead Kelly L. Wester 《Counselor Education & Supervision》2019,58(4):293-308
Eighteen new counselor educators shared in‐depth reports of their efforts to establish an early record of scholarly productivity, critical to their success in academe. Analyses of their experiences using consensual qualitative research methods revealed components of both highly positive and highly discouraging program environments and their impact on participants’ research goals. 相似文献
965.
This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends. 相似文献
966.
The need for science communication programs is matched with the need for program evaluation. This case study is an evaluation of the “Decoding Science” program (DSP) [Rodgers et al. (2018). Science Communication, 40(1), 3–32], a science communication training program, and examines key experiential-learning themes [Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall]. Specifically, we discuss the program's emphasis on learning that science communication is a process that (a) is continual, (b) involves conflict resolution, (c) requires adaptation to the world, (d) requires environmental interaction, and leads to (e) knowledge creation. Additionally, we discuss our analysis of student feedback. Results suggest that the DSP successfully utilizes experiential learning to facilitate the learning of science communication techniques and that future evaluations can lead to the development and improvement of science communication training programs. 相似文献
967.
Austin H. Johnson Taryn S. Goldberg Rachel L. Hinant Lauren K. Couch 《Psychology in the schools》2019,56(3):360-377
Functional Behavior Assessments (FBAs) utilize direct and indirect methods to collect data on student behavior to generate a functional hypothesis and drive intervention development. School psychologists are trained to conduct FBAs and use them regularly in schools. However, no evidence exists describing the specific practices used by school psychologists when they conduct FBAs. In this study, 199 respondents completed a web‐based survey developed using expert review and cognitive pretesting. Most respondents reported their gender as female (87%), were between 30 and 39 years old (50%), and practiced at the Specialist level (57%). Respondents reported receiving training in FBA across multiple sources and utilizing multi‐method data collection methods when conducting FBAs. A large amount of variability was observed in the specific instruments used by school psychologists, with a substantial proportion using forms that were not standardized or pre‐constructed. Implications for current practitioners, trainers, and researchers are described. 相似文献
968.
Lack of racial and ethnic diversity in the school psychology workforce has been a concern since the profession's inception. One solution is to graduate more racially and ethnically diverse individuals from school psychology programs. This structured review explored the characteristics of studies published from 1994 to 2017 that investigated graduate student retention and school psychology. An electronic search that included specified databases, subject terms, and study inclusion criteria along with a manual search of 10 school psychology journals yielded two published, peer‐reviewed studies focused primarily on graduate student retention and school psychology over the 23‐year span. Two researchers coded the studies using a rigorous coding process with high inter‐rater reliability. Findings suggest that mostly Black and White individuals served as participants, undergraduate students represented the largest group sampled, and key school psychology stakeholders’ views were missing. Additionally, programs interested in retaining racially and ethnically diverse students should have a commitment to multicultural issues, expose students to diverse professional networks and mentorship, and cultivate an inclusive program environment. Implications point to a need for more studies focused on school psychology graduate student retention in general and in specific relation to retaining racial and ethnic minoritized students. 相似文献
969.
Kristin Scardamalia Keisha L. Bentley‐Edwards Kairys Grasty 《Psychology in the schools》2019,56(4):569-581
The federal definition of emotional disturbance (ED) has been heavily criticized as vaguely defined and poorly operationalized yet there has not been a formal analysis of the reliability of the ED criteria. This study examined the reliability of the federal criteria for a special education designation of ED. A total of 179 school psychologists reviewed a mock special education report, made an eligibility determination, and provided information about their eligibility decision. In all, 56 participants found the student met ED eligibility criteria using 16 different combinations of the five criteria. Krippendorff’s α, a statistic preferred for content analysis, was calculated as a measure of criterion reliability. Results indicated extremely poor reliability (α = 0.2011). These findings demonstrate the importance of redefining the existing criteria. 相似文献
970.
The Urban Review - This study sought to explain student success at an Early College High School. Guided by previous research on Early College High Schools as well as by the construct of educational... 相似文献