全文获取类型
| 收费全文 | 2052篇 |
| 免费 | 33篇 |
| 国内免费 | 2篇 |
专业分类
| 教育 | 1608篇 |
| 科学研究 | 84篇 |
| 各国文化 | 25篇 |
| 体育 | 87篇 |
| 文化理论 | 34篇 |
| 信息传播 | 249篇 |
出版年
| 2022年 | 17篇 |
| 2021年 | 15篇 |
| 2020年 | 32篇 |
| 2019年 | 51篇 |
| 2018年 | 51篇 |
| 2017年 | 67篇 |
| 2016年 | 70篇 |
| 2015年 | 40篇 |
| 2014年 | 46篇 |
| 2013年 | 481篇 |
| 2012年 | 58篇 |
| 2011年 | 54篇 |
| 2010年 | 47篇 |
| 2009年 | 41篇 |
| 2008年 | 63篇 |
| 2007年 | 40篇 |
| 2006年 | 42篇 |
| 2005年 | 32篇 |
| 2004年 | 36篇 |
| 2003年 | 42篇 |
| 2002年 | 27篇 |
| 2001年 | 47篇 |
| 2000年 | 30篇 |
| 1999年 | 41篇 |
| 1998年 | 22篇 |
| 1997年 | 23篇 |
| 1996年 | 27篇 |
| 1995年 | 25篇 |
| 1994年 | 21篇 |
| 1993年 | 21篇 |
| 1992年 | 26篇 |
| 1991年 | 21篇 |
| 1990年 | 17篇 |
| 1989年 | 18篇 |
| 1987年 | 19篇 |
| 1986年 | 32篇 |
| 1985年 | 29篇 |
| 1984年 | 17篇 |
| 1983年 | 23篇 |
| 1982年 | 23篇 |
| 1981年 | 11篇 |
| 1980年 | 18篇 |
| 1979年 | 24篇 |
| 1978年 | 23篇 |
| 1977年 | 17篇 |
| 1976年 | 11篇 |
| 1974年 | 16篇 |
| 1973年 | 11篇 |
| 1971年 | 16篇 |
| 1969年 | 13篇 |
排序方式： 共有2087条查询结果，搜索用时 15 毫秒
91.
92.
93.
94.
Kirk D. Anderson 《School Effectiveness & School Improvement》2013,24(1):97-113
As part of a comprehensive qualitative study of 6 schools noted for teacher leadership 28 respondents were interviewed. It was noted that teacher leadership often involved the mutual influence between teacher leaders and principals. These influences are discussed from the perspectives of each of the 6 schools and respondent status as teacher leader, teacher nominator, and administrator. Further to these influences, the data suggest relationships between teachers, teacher leaders, and principals, in these schools, which are reflective of 3 models of “leadership reciprocity” based on unique features found to be typical of these schools. 相似文献
95.
Lynn S. Fuchs Douglas Fuchs Kurstin N. Hollenbeck 《Learning disabilities research & practice》2007,22(1):13-24
Responsiveness to intervention (RTI) is an innovative approach to the identification of learning disabilities (LD). The central assumption is that RTI can differentiate between two explanations for low achievement: poor instruction versus disability. If the child responds poorly to validated instruction, then the assessment eliminates instructional quality as a viable explanation for poor academic growth and instead provides evidence of a disability. For children who do respond nicely, RTI serves a critical prevention function. Most of RTI research has been focused on early reading. In this article, we describe two ongoing programs of research on RTI in the area of mathematics: one on a comprehensive mathematics curriculum at first grade and the other focused on word problems at third grade. For each research program, we describe the sample, explain how students are identified as at risk for mathematics disability, provide an overview of the interventions to which responsiveness is gauged, and describe some results to date. 相似文献
96.
97.
98.
99.
100.