全文获取类型
收费全文 | 1837篇 |
免费 | 46篇 |
国内免费 | 1篇 |
专业分类
教育 | 1594篇 |
科学研究 | 27篇 |
各国文化 | 17篇 |
体育 | 56篇 |
文化理论 | 14篇 |
信息传播 | 176篇 |
出版年
2021年 | 12篇 |
2020年 | 26篇 |
2019年 | 35篇 |
2018年 | 48篇 |
2017年 | 42篇 |
2016年 | 49篇 |
2015年 | 32篇 |
2014年 | 46篇 |
2013年 | 382篇 |
2012年 | 63篇 |
2011年 | 62篇 |
2010年 | 55篇 |
2009年 | 52篇 |
2008年 | 51篇 |
2007年 | 52篇 |
2006年 | 58篇 |
2005年 | 49篇 |
2004年 | 41篇 |
2003年 | 37篇 |
2002年 | 45篇 |
2001年 | 28篇 |
2000年 | 37篇 |
1999年 | 30篇 |
1998年 | 23篇 |
1997年 | 23篇 |
1996年 | 24篇 |
1995年 | 30篇 |
1994年 | 22篇 |
1993年 | 23篇 |
1992年 | 23篇 |
1991年 | 20篇 |
1990年 | 28篇 |
1989年 | 24篇 |
1988年 | 17篇 |
1987年 | 20篇 |
1986年 | 20篇 |
1985年 | 22篇 |
1984年 | 20篇 |
1983年 | 17篇 |
1982年 | 22篇 |
1981年 | 27篇 |
1980年 | 15篇 |
1979年 | 16篇 |
1978年 | 12篇 |
1977年 | 19篇 |
1976年 | 11篇 |
1975年 | 9篇 |
1974年 | 17篇 |
1973年 | 9篇 |
1971年 | 6篇 |
排序方式: 共有1884条查询结果,搜索用时 15 毫秒
181.
This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine
contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual
differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes
in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper,
paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction.
These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and
mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied
by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level
were much greater than at the school level, and differences in urban schools were twice that of rural schools. 相似文献
182.
ABSTRACTPopulation aging is exacerbating the loss of competences in the workforce and simultaneously young people neither in employment nor in education and training (NEETs) are struggling to be reengaged in employment. These issues, which are deemed priorities for the European policy agenda, could be addressed by triggering active aging dimensions, valuing and exploiting older adult entrepreneurs’ knowledge for enhancing youngsters’ entrepreneurial attitudes, through mentoring. This paper reports the results of a study based on an intergenerational learning program, carried out in 2018 in Germany, Italy and Slovenia. The study was aimed at developing and testing one training on mentoring addressing 41 older adult entrepreneurs (55 and over), and two intergenerational learning trainings aiming at boosting entrepreneurial competences of 33 NEETs (aged 18–29). The impact of the program on older adult entrepreneurs and NEETs was assessed through a pre and post-evaluation using qualitative and quantitative tools. Findings at country level were treated as national case-studies and then the latter were compared by considering them as a multiple embedded case-study. Results indicated that, to different extent in the study countries, mentors learned and enhanced mentoring competences, e.g. active listening and the capability of orienting, improved well-being and self-esteem, social inclusion and active aging attitude. Moreover, NEETs acquired entrepreneurial and socio-relational competences by benefiting from the full exploitation of mentors’ know-how and the trust relationship with them. Companies, trade unions, educational and voluntary organizations should cooperate to adopt intergenerational learning programs as good practices for older adults and NEETs’ lifelong learning promotion. 相似文献
183.
Eppler Elisabeth Meyer Jan Serowy Steffen Link Karl Pauk Barbara Filgueira Luis 《Research in Science Education》2021,51(2):277-299
Research in Science Education - This educational study aimed to explore the feasibility and acceptance of a literacy exercise adopted from the realworld of scientific publishing in a cell and... 相似文献
184.
Obergfell Anja L. Schmidt Barbara M. Stenneken Prisca Wittemann Sonja K. Schabmann Alfred 《Reading and writing》2021,34(4):887-909
Reading and Writing - This study investigates the effects of prosodic sensitivity on reading. Highly capable adult musicians (i.e., persons with potentially excellent prosodic skills) and... 相似文献
185.
186.
Until recently, general assumptions were made about the importance of the self-system in self-regulation (e.g., importance of self-concept, self-efficacy, self-esteem), but the more specific underlying structures and processes of the self-system that are involved in this self-management process were rarely addressed. This article presents theoretical and empirical support for a preliminary causal model of the role of the self-system in self-regulated learning. The model postulates that for self-regulated learning processes to be engaged, students must view themselves as activators of these processes (i.e., they must possess positive self-views in general as well as have specific perceptions of competency and control in particular learning situations). The model also postulates a recursive and reciprocal relationship between the processes involved, such that continual self-evaluations of competency and control can force changes in perceptions of self, the learning task, goal importance, etc., that, in turn, exert continuing influences on motivation, use of self-regulatory processes, and actual task performance. Educational implications of the model are discussed along with future research directions. 相似文献
187.
188.
189.
In an exploratory study, peer tutoring in higher education is examined for students with visual impairment and students with learning disability (LD). Data were collected by means of interviews and focus groups. Findings indicate both academic and social benefits for tutees and tutors. Difficulties encountered are discussed, and differences between the two populations are raised. It is suggested that the visibility and complexity of the student's disability affected the tutoring encounter. Professional guidance is suggested as a means of reducing tutoring problems and increasing benefits. 相似文献
190.