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41.
Jill Szuscikiewicz 《Health information and libraries journal》1996,13(4):213-216
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Jill Johnes 《Higher Education Quarterly》1992,46(1):88-104
Against a background of rapidly increasing enrolment, both actual and planned, and the improbability of increasing resources, this paper explores the relationship between degree results and entry qualifications amongst students in all sectors of higher education. 相似文献
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Jill Bevan-Brown 《International Journal of Inclusive Education》2013,17(6):571-583
Being victims of racial prejudice, religious intolerance, poverty, disempowerment and language loss it could be expected that indigenous people would be supportive of the Inclusion Movement with its philosophy of valuing and acceptance of all people. This supposition is examined for Māori, the indigenous people of Aotearoa/New Zealand. In particular, three research studies investigating Māori perspectives of intellectual disability, blindness and vision impairment, and autism spectrum disorder (ASD) are examined for evidence of inclusive and exclusive attitudes and practices. Findings show that while Māori participants’ opinions varied, people with intellectual disabilities, ASD, blindness and vision impairment were generally valued family members and many examples of inclusive attitudes and practices were shared. Core Māori values support Inclusion. It is proposed that incorporating these values into education and disability services will not only result in more culturally appropriate provisions for Māori but will also contribute to the greater inclusion of all disabled people whatever their ethnicity. 相似文献
47.
Margaret E. Ross Jill D. Salisbury-Glennon Anthony Guarino Cynthia J. Reed Mark Marshall 《Educational Research and Evaluation》2013,19(2):189-209
To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so that they can succeed on various forms of assessments and ultimately retain this information for the long term. While the complexity of these demands has been modeled somewhat metaphorically, there has been little ecologically valid research into learning in authentic classroom contexts. The present study examines the interrelationships among student perceptions of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis demonstrated that perceptions of the teaching format and test complexity were positively related to the study strategies reported, and these study strategies were further related to the reported course performance. 相似文献
48.
Michael D. Davis Jill Englebright Fox 《Journal of Early Childhood Teacher Education》2013,34(3):259-263
Conflicting perspectives on the parent’s role in the infant/toddler classroom can play a significant role in early educational settings. A recent ethnographic study of an Early Head Start program in New York City focused on conflict of this nature and raised the following set of questions: What sort of power and privilege should parents be given in decisions about classroom practice? Who or what should have the final say in these decisions: parents, teachers, administrators, or early childhood research literature? Should teachers unhesitatingly instruct parents as to what constitutes “best practice” or should the parents’ position be given primary consideration? How much weight should culturally based beliefs about child-rearing and early education carry in these decisions? The theoretical framework for this study, following Lubeck (1994), challenges the notion that “disadvantaged” parents should be categorically dismissed as deficient in their thinking about what is educationally best for their children. The corollary notion that “disadvantaged” parents should be forced to defer to the assumptions of educators—most of whom are white and middle class—is similarly questioned. Greenman (1989) and Greenberg’s (1969/1991) assertions that conflicts that arise over teachers’, administrators’ and parents’ differing ideas about children, child-rearing, and early educational practice can be resolved in ways that are acceptable to all parties also inform this theoretical framework. An analysis of teacher interview data, coupled with classroom observational data, revealed four varying “theme perspectives.” 相似文献
49.
Nicola A. Conners-Burrow Lorraine M. McKelvey Jill J. Fussell 《Early education and development》2013,24(2):256-273
Research Findings: The purpose of this study was to examine the relationship between preschool children's social outcomes in the classroom (including hyperactivity, aggression, and social skills) and their media viewing habits (including the amount of television they watch and whether they watch videos/movies that are rated as inappropriate for young children). The participants were 92 low-income pre-kindergarten-age children for whom we obtained parent reports of media viewing habits and teacher reports of classroom behavior. The results suggested that viewing of inappropriate content was associated with higher hyperactivity and aggression scores and a lower social skills rating, whereas the amount of viewing was not related to these classroom outcomes. Policy: There has been a great deal of focus on how both the amount and content of television viewed affects social development in middle and later childhood. These studies have helped influence the development of guidelines for parents of young children to limit media viewing. The findings from the present study suggest that school personnel and others should monitor the content of what preschoolers are watching and should educate parents about the potential impact of media viewing on children's classroom behavior. 相似文献
50.
Eunjoo Jung Victoria J. Molfese Jennifer Beswick Jill Jacobi-Vessels Andrew Molnar 《Early education and development》2013,24(4):713-731
Research Findings: The present study used a longitudinal design to identify how sleep habits and learning-related behaviors impact the development of cognitive skills in preschoolers (ages 3–5). Sixty- seven children with parental report and cognitive skill assessment data were included. Scores on the Differential Ability Scales (C. Elliott, 1990) were obtained at ages 3, 4, and 5. A Sleep Questionnaire (D. Gozal, 1998) with 12 items from the Child Behavior Checklist (T. M. Achenbach &; L. A. Rescorla, 2000) related to children's attention and activity levels was administered at age 3. Growth curve changes in cognitive scores were estimated using hierarchical linear modeling. Parental reports of nighttime sleep duration predicted level of cognitive skills at 3 years. The effect of sleep duration on cognitive scores was constant across age. Practice or Policy: Sleep and learning-related behaviors distinguish the cognitive skills children bring to preschool programs and impact gains made in skills while in preschool. 相似文献