全文获取类型
| 收费全文 | 2304篇 |
| 免费 | 52篇 |
专业分类
| 教育 | 1887篇 |
| 科学研究 | 45篇 |
| 各国文化 | 34篇 |
| 体育 | 71篇 |
| 综合类 | 1篇 |
| 文化理论 | 9篇 |
| 信息传播 | 309篇 |
出版年
| 2023年 | 13篇 |
| 2022年 | 19篇 |
| 2021年 | 38篇 |
| 2020年 | 69篇 |
| 2019年 | 86篇 |
| 2018年 | 122篇 |
| 2017年 | 125篇 |
| 2016年 | 113篇 |
| 2015年 | 69篇 |
| 2014年 | 99篇 |
| 2013年 | 552篇 |
| 2012年 | 70篇 |
| 2011年 | 61篇 |
| 2010年 | 56篇 |
| 2009年 | 62篇 |
| 2008年 | 64篇 |
| 2007年 | 58篇 |
| 2006年 | 69篇 |
| 2005年 | 59篇 |
| 2004年 | 62篇 |
| 2003年 | 26篇 |
| 2002年 | 37篇 |
| 2001年 | 26篇 |
| 2000年 | 18篇 |
| 1999年 | 32篇 |
| 1998年 | 25篇 |
| 1997年 | 26篇 |
| 1996年 | 37篇 |
| 1995年 | 17篇 |
| 1994年 | 27篇 |
| 1993年 | 17篇 |
| 1992年 | 14篇 |
| 1991年 | 12篇 |
| 1990年 | 16篇 |
| 1989年 | 6篇 |
| 1988年 | 8篇 |
| 1987年 | 12篇 |
| 1986年 | 9篇 |
| 1985年 | 15篇 |
| 1984年 | 10篇 |
| 1983年 | 7篇 |
| 1982年 | 11篇 |
| 1981年 | 7篇 |
| 1980年 | 5篇 |
| 1979年 | 13篇 |
| 1978年 | 5篇 |
| 1977年 | 10篇 |
| 1976年 | 5篇 |
| 1975年 | 6篇 |
| 1974年 | 7篇 |
排序方式： 共有2356条查询结果，搜索用时 31 毫秒
991.
992.
Gregory E. Everett Honora S. Swift Elizabeth L. W. McKenney Jeremy D. Jewell 《Psychology in the schools》2016,53(9):971-983
The current study evaluated the effectiveness of individualized math‐to‐mastery (MTM) interventions, selected though brief experimental analysis (BEA), at increasing math fluency skills for three elementary‐aged females. As MTM has only been investigated as a multicomponent intervention, the present study utilized BEA to identify those specific components that led to math skills gains in the most efficient manner possible. BEA results indicated that for two of three participants only a partial MTM intervention was necessary to prompt fluency gains, while the entire intervention was the most effective for the third. During extended analysis all three participants displayed math skills gains above those seen during repeated baseline assessments. Results are discussed in terms of further refining MTM through BEA procedures so as to individually target math skill deficits by considering both intervention effectiveness and efficiency. 相似文献
993.
Introduction 总被引：1，自引：0，他引：1
Mary Elizabeth McCormac 《Journal of Career Development》1988,14(3):141-142
994.
995.
Patricia F. Vadasy Elizabeth A. Sanders Julia A. Peyton Joseph R. Jenkins 《Learning disabilities research & practice》2002,17(4):227-241
In this article we report data from a longitudinal study of one–to–one tutoring for students at risk for reading disabilities. Participants were at–risk students who received phonics–based tutoring in first grade, students who were tutored in comprehension skills in second grade, and students tutored in both grades 1 and 2. At second–grade posttest, there were significant differences in word identification and word attack between students who were tutored in first grade only compared to students who were also tutored in second grade, favoring students who were tutored in first grade only. Overall, there were no advantages to a second year of tutoring. For students tutored in second grade only, there were no differences at second–grade posttest compared to controls. Schools may have selected students who did not respond to first–grade tutoring for continued tutoring in second grade. Findings are discussed in light of decisions schools make when using tutors to supplement reading instruction for students with reading difficulties. 相似文献
996.
997.
998.
999.
1000.