全文获取类型
收费全文 | 325篇 |
免费 | 5篇 |
专业分类
教育 | 279篇 |
科学研究 | 4篇 |
各国文化 | 2篇 |
体育 | 12篇 |
文化理论 | 1篇 |
信息传播 | 32篇 |
出版年
2022年 | 2篇 |
2021年 | 4篇 |
2019年 | 3篇 |
2018年 | 3篇 |
2017年 | 11篇 |
2016年 | 15篇 |
2015年 | 9篇 |
2014年 | 14篇 |
2013年 | 84篇 |
2012年 | 8篇 |
2011年 | 5篇 |
2010年 | 6篇 |
2009年 | 6篇 |
2008年 | 9篇 |
2007年 | 4篇 |
2006年 | 12篇 |
2005年 | 10篇 |
2004年 | 12篇 |
2003年 | 3篇 |
2002年 | 5篇 |
2001年 | 6篇 |
2000年 | 4篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 7篇 |
1993年 | 5篇 |
1992年 | 9篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1986年 | 1篇 |
1985年 | 7篇 |
1984年 | 4篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 4篇 |
1976年 | 5篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 3篇 |
1972年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
排序方式: 共有330条查询结果,搜索用时 31 毫秒
1.
Direct and indirect measures were used to compare the written language abilities of three groups of college students: two with learning disabilities and one without learning disabilities. Main effects were found for group, but not gender. Differences between nonlearning disabled students (NLD) and those with learning disabilities (LD) in writing were evident on both types of measures. Performance by LD students with disabilities in an area other than writing differed depending on the type of measure and often was no different from either of the other two groups. The combined use of direct and indirect measures appeared most effective for examining the complexities of writing produced by all groups. 相似文献
2.
3.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
4.
James V. Devine Luther C. Jones Janice W. Neville Dilys J. Sakai 《Learning & behavior》1977,5(1):57-62
Two experiments were performed to determine the effect of sample duration (0.1, 2, and 4 sec), delay interval (.03, 4, 8, 16, and 32 sec), and type of stimulus (color and shape) on the matching performance of rhesus monkeys. In Experiment 1, the 15 possible delay-duration combinations were randomly presented in blocks of 15 trials. In Experiment 2, each duration was held constant and the five delays randomly presented. Then each delay interval was held constant with the three durations randomly varied. Matching performance increased as sample duration increased (ps < .01 and .005), while length of delay did not significantly affect performance. The type of stimuli paired in the matching test significantly affected performance (ps < .05 and .10) with the shape/shape choices leading to the poorest performance. Stimulus discriminability and amount of training with brief sample durations were implicated as significant determinants of matching performance. 相似文献
5.
Teachers are confronted with complex and unexpected classroom situations that not only demand knowledge but also social–emotional competencies. Consequently, researchers have tried to identify conditions that support the development of relevant abilities in this domain. This study examined the frequently stated, but not yet empirically investigated, idea of immersion in the arts as a facilitator of aspects of empathy and tolerance of ambiguity (ToA). The paper compares Waldorf student-teachers who are strongly immersed in arts activities in their training with non-Waldorf student-teachers who do not participate in the arts on the constructs of empathy and ToA. Results indicated higher scores in the Waldorf group on both emotional and cognitive dimensions of the empathy construct and marginally higher scores on ToA. The results of this study and subsequent discussion suggest a new perspective on the relation between arts engagement and the specific domain of social–emotional competencies. 相似文献
6.
The management and utilization of collected data is crucial in evaluating programs and functional area effectiveness. Various assessment instruments may address similar functional areas of the college, yet we often fail to compile these data for comprehensive evaluation. The data collection matrix makes possible the integration of functional area data from numerous assessment sources and presentation of the information in a unified composite report. The matrix model will be discussed in relation to the various assessment instruments and the evaluation of functional areas and programs. This paper is directed toward institutional researchers who may wish to adapt the model to their own institution.Presented at the Annual Forum of the Association for Institutional Research, Louisville, KY, May 13–16, 1990. 相似文献
7.
8.
Janice Taylor GordonAuthor Vitae 《Journal of The Franklin Institute》2002,339(3):321-333
The Franklin Institute, Philadelphia, Pennsylvania awarded the 2001 Benjamin Franklin Medal in Life Science to Judah Folkman for his founding of the field of angiogenesis research and demonstration that angiogenesis is a necessary factor in the conversion of abnormal cells to malignant tumors. 相似文献
9.
Marnina Gonick Janice Hladki 《International journal of qualitative studies in education》2013,26(3):285-304
This paper addresses the usefulness of angels in breaking out of the Hegelian enclosure that typifies late 20-century critical thought and practice. Grounded in efforts to create a broadly accessible book about an interview study of women living with HIV AIDS, the paper sketches interpretive and textual strategies toward a less comfortable social science. After providing background to the study and an overview of the book's format, the paper presents an overview of the angel inter texts. This is followed by probing four thematics: displacement dispersal deferral, translation as betrayal, rhizomatics, and feminist ethnography as a ruin rune. Each is prefaced with quotes from readers of the book as a sort of ''fold'' of ''response data'' in order to situate the book within a larger field of the failures of representation in order to begin to theorize the failures of the book in moving toward a different scene of representation. 相似文献
10.
Made in America: Immigrant Students in Our Public Schools. Laurie Olsen, New York: The New Press, 1997, 276 pages, $25.00 (hardcover), ISBN 1–5658–4400–9, and $14.95 (softcover), ISBN 1–5658–4471–8. The Power of Their Ideas: Lessons for America From a Small School in Harlem. Deborah Meier, Boston: Beacon Press, 1995, 190 pages, $12.00 (softcover). ISBN 0–8070–3111–9. Yesterday, Today & Tomorrow: Meeting the Challenge of Our Multicultural America & Beyond. Paul D. Christiansen and Michelle Young, San Francisco: Gaddo Gap Press, 1996, 376 pages, $29.95 (softcover). ISBN 1–8801–9218–7. 相似文献