全文获取类型
| 收费全文 | 2137篇 |
| 免费 | 70篇 |
| 国内免费 | 4篇 |
专业分类
| 教育 | 1657篇 |
| 科学研究 | 109篇 |
| 各国文化 | 31篇 |
| 体育 | 129篇 |
| 综合类 | 3篇 |
| 文化理论 | 19篇 |
| 信息传播 | 263篇 |
出版年
| 2023年 | 15篇 |
| 2022年 | 30篇 |
| 2021年 | 50篇 |
| 2020年 | 77篇 |
| 2019年 | 121篇 |
| 2018年 | 127篇 |
| 2017年 | 140篇 |
| 2016年 | 114篇 |
| 2015年 | 87篇 |
| 2014年 | 83篇 |
| 2013年 | 466篇 |
| 2012年 | 75篇 |
| 2011年 | 73篇 |
| 2010年 | 65篇 |
| 2009年 | 45篇 |
| 2008年 | 67篇 |
| 2007年 | 48篇 |
| 2006年 | 52篇 |
| 2005年 | 43篇 |
| 2004年 | 39篇 |
| 2003年 | 33篇 |
| 2002年 | 30篇 |
| 2001年 | 22篇 |
| 2000年 | 27篇 |
| 1999年 | 13篇 |
| 1998年 | 17篇 |
| 1997年 | 17篇 |
| 1996年 | 16篇 |
| 1995年 | 10篇 |
| 1994年 | 17篇 |
| 1993年 | 14篇 |
| 1992年 | 12篇 |
| 1991年 | 8篇 |
| 1990年 | 9篇 |
| 1989年 | 7篇 |
| 1988年 | 8篇 |
| 1987年 | 11篇 |
| 1986年 | 7篇 |
| 1985年 | 8篇 |
| 1984年 | 11篇 |
| 1983年 | 12篇 |
| 1982年 | 4篇 |
| 1981年 | 9篇 |
| 1979年 | 6篇 |
| 1973年 | 5篇 |
| 1970年 | 5篇 |
| 1968年 | 4篇 |
| 1966年 | 3篇 |
| 1960年 | 3篇 |
| 1857年 | 3篇 |
排序方式： 共有2211条查询结果，搜索用时 187 毫秒
81.
The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development. 相似文献
82.
83.
84.
85.
86.
Laura Knights 《Pastoral Care in Education》1998,16(1):33-34
This paper on a successful anti-bullying initiative in a Cambridgeshire village college has the added interest that it is written by one of the pupils involved in its development. We learn not only about the scheme but how involvement in it felt from a pupil's point of view. The fact that the pupils directly involved saw the initiative as successful gives an added indication of its value. 相似文献
87.
Alan Rogers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(2):159-181
This paper examines the recent increase in the concern of adult literacy for citizenship, especially aimed at women in developing societies. It looks at what is happening in this field and why; it examines some of the critiques of this range of activity; and it suggests some alternatives which in the end may be more effective in promoting both literacy learning and the practices of citizenship among women. 相似文献
88.
Raquel Cerdán Eduardo Vidal-Abarca Tomás Martínez Ramiro Gilabert Laura Gil 《Learning and Instruction》2009,19(1):13-27
This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns. 相似文献
89.
90.