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771.
Enhancing executive function skills in preschoolers through a mindfulness‐based intervention: A randomized,controlled pilot study 下载免费PDF全文
Laura Wood Andrew T. Roach Moriah A. Kearney Faith Zabek 《Psychology in the schools》2018,55(6):644-660
Executive functions (EFs) develop rapidly in preschoolers and lay an important foundation for school readiness. One potential method of supporting EF development is through mindfulness‐based interventions (MBIs). Whereas studies with older children and adults have supported this approach, research with young children has been more limited. In the current study, we evaluated the effectiveness, acceptability, and feasibility of Mini‐Mind, a 12‐session MBI created specifically for preschoolers. We used a randomized controlled design in a sample of 27 (intervention n = 12) preschoolers (3–5 years old). The evaluation included indirect measures of EF skills completed by teachers who were blinded to the experimental condition of the students. Additionally, parents, teachers, children, and facilitators provided feedback about the acceptability and feasibility of the intervention. Findings revealed mostly nonsignificant, small‐to‐medium effects in favor of the intervention group on indirect measures of EF skills. Furthermore, Mini‐Mind was rated as highly feasible and acceptable by children and stakeholders. Overall, the findings support the implementation and continued evaluation of Mini‐Mind in more diverse settings. 相似文献
772.
Peter Wood 《Education 3-13》2018,46(7):741-754
This paper focuses on primary school staff members’ interpretations of the UK social and emotional learning initiative: SEAL. The data, collected through group and individual interviews with a range of staff members working in schools located in deprived areas, illustrate how the scheme has been used to encourage various behaviours. This utilisation of SEAL was influenced by staff members’ perceptions of the pupils’ parents, and particularly their in/ability to develop ‘appropriate’ social, emotional and behavioural skills. Staff members identified a range of objectionable behaviours, exhibited by the pupils, which were perceived to have been encouraged in the home. In response, schools operationalised SEAL to endorse alternative behaviours deemed ‘appropriate’. Implications of the findings, in terms of marginalising the values and ‘othering’ the practices of specific sections of society, are discussed, and recommendations are made for a more democratic approach to schooling which prioritises a mutual exchange of knowledge between school and home. 相似文献
773.
Anna K. Wood Ross K. Galloway Christine Sinclair Judy Hardy 《Teaching in Higher Education》2018,23(7):818-834
In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class resources, freeing up class time for more active engagement with the material. This results in increased opportunities for teacher-student interactions which may be beneficial for learning. Our aim here is to explore the nature and purposes of these dialogues. Two case studies from introductory physics classes at the University of Edinburgh are analysed through a sociocultural perspective. Three main purposes of dialogues are observed: (1) Involving students in sense-making, (2) Guided expert modelling and (3) Wonderment questions. We found that the dialogues predominantly use a triadic Initiation, Response, Feedback (IRF) format and are authoritative in nature, but work together to create an interactive learning environment that can be described as ‘ideologically dialogic’ 相似文献
774.
Jamie L. Brusa 《Journal of sports sciences》2018,36(16):1808-1815
Successful recruiting for collegiate track & field athletes has become a more competitive and essential component of coaching. This study aims to determine the relationship between race performances of distance runners at the United States high school and National Collegiate Athletic Association (NCAA) levels. Conditional inference classification tree models were built and analysed to predict the probability that runners would qualify for the NCAA Division I National Cross Country Meet and/or the East or West NCAA Division I Outdoor Track & Field Preliminary Round based on their high school race times in the 800 m, 1600 m, and 3200 m. Prediction accuracies of the classification trees ranged from 60.0 to 76.6 percent. The models produced the most reliable estimates for predicting qualifiers in cross country, the 1500 m, and the 800 m for females and cross country, the 5000 m, and the 800 m for males. NCAA track & field coaches can use the results from this study as a guideline for recruiting decisions. Additionally, future studies can apply the methodological foundations of this research to predicting race performances set at different metrics, such as national meets in other countries or Olympic qualifications, from previous race data. 相似文献
775.
Wang Xingqing 《上海大学学报(英文版)》1998,2(4):305-310
Aluminum AlloysTX1IntroductionFe-Alintermetalicshavegreatpotentialitiesforstructuralapplicationsowingtotheirgoodmechanicalprop... 相似文献
776.
This paper will examine the current literature and implications of follow‐up studies of students with emotional/behavioral disorders (EBD) focusing on the postschool outcomes of this population. The examination of the follow‐up studies gave a perspective of transition and postschool outcomes for youths with EBD. In our research, we found 22 follow‐up studies that examined the EBD population as a subset of a larger pool of youths with disabilities, yet found only eight studies that examined the EBD population exclusively. When compared to the multitude of studies done with other disability categories (e.g., learning disabled, mild or moderately retarded) the adult outcomes of youth with EBD have not been studied as extensively. This synthesis of the literature on follow‐up studies should act as a reference in the revision or updating of curriculum and programming for communities, school boards, educators, counselors, parents, and students. A general conclusion drawn by the literature reviewed was that students with EBD also have lower grades, more course failures, a higher grade retention, and a higher dropout rate than other disability groups and the general population. A re‐evaluation of school programs (e.g., general/special education curriculum) and policies (e.g., transition planning) must occur if these postschool outcomes for youths with EBD are to improve. © 1999 John Wiley & Sons, Inc. 相似文献
777.
Jamie M. Carroll David S. Yeager Jenny Buontempo Cameron Hecht Andrei Cimpian Pratik Mhatre Chandra Muller Robert Crosnoe 《Monographs of the Society for Research in Child Development》2023,88(2):7-109
When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask:
- 1. Which gender and socioeconomic identity groups showed the weakest or strongest links between expectations for success in math and progress through the math curriculum?
- 2. How did the school's peer culture shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
- 3. How did perceptions of classroom gender stereotyping shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
778.
Jamie Amemiya Kiara Widjanarko Irene Chung Lin Bian Gail D. Heyman 《Child development》2023,94(6):1730-1744
Children's ethnicity-status associations are often studied in societies where one ethnic group possesses status across multiple dimensions, such as political influence and wealth. This study examined children's (6–12 years) and adults' representations of more complex hierarchies in Indonesia (N = 341; 38% Native Indonesian, 33% Chinese Indonesian, and 27% other ethnicities; 55% female, 36% male; 2021–2022), a society where ethnic groups hold distinct forms of status (on average, Native Indonesians have political influence; Chinese Indonesians have wealth). By 6.5 years, children associated Native Indonesians with political influence and Chinese Indonesians with wealth. Intersectional analyses indicated that ethnicity-status associations were stronger for male than female targets. Children of all ethnicities preferred Chinese Indonesians and preferences were predicted by wealth judgments. 相似文献
779.
Laura Clarry Annie Wood Tony Long 《Journal of Research in Special Educational Needs》2023,23(3):175-198
Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or professional education were excluded. Quality was gauged by effect sizes, risk of bias and the Critical Appraisal Skills Programme. The search identified 7058 items. Twenty-eight studies were included, with 1839 participants of 4–22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous. Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication. 相似文献
780.