全文获取类型
收费全文 | 676篇 |
免费 | 9篇 |
专业分类
教育 | 494篇 |
科学研究 | 60篇 |
各国文化 | 7篇 |
体育 | 57篇 |
文化理论 | 3篇 |
信息传播 | 64篇 |
出版年
2022年 | 4篇 |
2021年 | 12篇 |
2020年 | 19篇 |
2019年 | 13篇 |
2018年 | 20篇 |
2017年 | 26篇 |
2016年 | 29篇 |
2015年 | 20篇 |
2014年 | 30篇 |
2013年 | 154篇 |
2012年 | 19篇 |
2011年 | 17篇 |
2010年 | 16篇 |
2009年 | 19篇 |
2008年 | 20篇 |
2007年 | 25篇 |
2006年 | 17篇 |
2005年 | 10篇 |
2004年 | 13篇 |
2003年 | 10篇 |
2002年 | 18篇 |
2001年 | 21篇 |
2000年 | 10篇 |
1999年 | 14篇 |
1998年 | 9篇 |
1997年 | 5篇 |
1996年 | 5篇 |
1995年 | 6篇 |
1994年 | 6篇 |
1993年 | 5篇 |
1992年 | 4篇 |
1991年 | 4篇 |
1990年 | 4篇 |
1989年 | 5篇 |
1987年 | 4篇 |
1986年 | 7篇 |
1985年 | 6篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1981年 | 7篇 |
1980年 | 4篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 6篇 |
1976年 | 3篇 |
1971年 | 3篇 |
1920年 | 2篇 |
1919年 | 2篇 |
1917年 | 2篇 |
1828年 | 3篇 |
排序方式: 共有685条查询结果,搜索用时 15 毫秒
61.
Michael Silver Chad R. Lochmiller Michael A. Copland Ann Marie Tripps 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):215-232
Administrators need intense support in their early years in their jobs to master the demands of the position and to emerge as effective leaders for their schools. This article reports on a leadership coaching program offered by a university to support graduates as they transition to new school leadership roles. First year research results of the Program for New Principals indicate that all of the program participants felt that the coaching program was a positive addition to the induction experience for new administrators. New principals viewed coaching positively and emphasized that it is both a valuable and unique form of professional development. Both coaches and new principals cited personalized support as one of the coaching model's most significant assets. The results should inform the development of a model of leadership coaching for new administrators. 相似文献
62.
Matt Allwood Kate Allen Anna Price Rachel Hayes Vanessa Edwards Susan Ball 《Emotional and Behavioural Difficulties》2013,18(4):361-371
ABSTRACTThis paper assesses the reliability and validity of the teacher-completed Pupil Behaviour Questionnaire (PBQ), by comparing it to the already extensively validated teacher-completed Strengths and Difficulties Questionnaire (SDQ). Participants included 2074 primary school children participating in a universal school-based trial and 41 vulnerable children who were taking part in a study exploring the impact of exclusion from school. Exploratory factor analysis results (first factor accounts for 80.8% of the variation in the items) and the high Cronbach’s alpha value of 0.85 indicate that the PBQ consists of one substantive factor/dimension. Strong correlations between the total PBQ score and the conduct sub-scale (Spearman’s correlation coefficient (rs) = 0.67) and total difficulties score (rs = 0.59) of the SDQ indicate convergent validity. This study suggests that the PBQ is a reliable measure, and provides some evidence of validity. Further work is needed to test the PBQ in an older, more diverse populations and to measure sensitivity to change. 相似文献
63.
Gestalt psychology principles of figure‐ground segregation, symmetry, closure, proximity, good continuation, and similarity provide a simple yet powerful analytic vocabulary for discussing page layout and graphics. The six principles apply readily to typography, white space, data tables and maps, the relation between graphics and text, and other facets of textual design. The principles explain many difficulties that readers have in processing texts and graphics, and they explain why well‐designed pages and graphics are effective. 相似文献
64.
Research Findings: The objective of this study was to understand how two dimensions of parent–child book-reading quality—instructional and emotional—interact and relate to learning in a sample of low-income infants and toddlers. Participants included 81 parents and their children from Early Head Start programs in the rural Midwest. Correlation and multiple regression analyses were used to test the hypothesis that parental book-reading qualities interact and relate to children's concurrent cognitive and language scores. Exploratory analyses examined if patterns of relationships varied for families who had different home languages (i.e., English, Spanish). Results included that book-reading qualities and home language interacted to predict child scores. Practice or Policy: Findings suggest a need to further explore potentially complex patterns of relationships among parental book-reading behaviors and child learning for diverse families. Understanding these patterns could inform the development of culturally-sensitive intervention approaches designed to support high-quality shared book reading. 相似文献
65.
66.
67.
68.
Katharine Burn Robin Conway Anne Edwards Eluned Harries 《British Educational Research Journal》2021,47(3):616-633
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research-based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university department. Taking a cultural/historical approach, the study examined the strategic intentions and actions in the activities of the champions as they negotiated research-based knowledge into their schools. Data comprised 59 completed templates that described what they did and why. Findings revealed differences between those with close links with senior leaders—who could take a whole-school approach—and those whose reach was restricted by their position in school practices. Nonetheless, all the champions carefully selected and targeted research in ways that reflected their knowledge of local contexts. The findings point to the need to incorporate the champion role into school systems and for universities to value the role as they develop their own research agenda. 相似文献
69.
70.
Knowledge Management Research & Practice - 相似文献