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Steven A. Kiczek 《Journal of Religious & Theological Information》2013,12(1-2):37-64
This article examines the content of Pope Benedict XVI's Summorum Pontificum and his accompanying Letter to the Bishops and interprets them as a bold attempt to bring liturgical peace to the Catholic Church by freeing the “Tridentine” Latin Mass for general use and promoting internal reconciliation by reconciling theological values which have been at variance since Vatican II. It also examines how different individuals, writers and groups have reacted to these documents as expressed in periodical literature, books and web sites. A reading of the literature reveals that most responses are strongly and passionately for or against the Pope's decision and reasoning, with relatively few voices advocating a moderate and reconciliatory stance. In general, people have reacted in a predictable way depending on their already established loyalties. 相似文献
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《Theology & Sexuality》2013,19(1):69-88
AbstractThis paper addresses how the role of the prophetic is contested by examining ecclesial conflict in the Catholic Church as exemplified in the Vatican critique of the Leadership Conference of Women Religious and the social ministries and lobbying efforts of NETWORK’s “Nuns on the Bus.” Drawing on the fields of homiletics, biblical studies, public theology, and feminist theology, we examine patterns of prophetic discourse and defend the work of the nuns as prophetic in that their work bears witness to the reign of God in everyday contexts. Binary patterns such as church/world, ordained/lay, sacred/profane, male/female, privileged/marginalized are ultimately inaccurate and unhelpful. We argue that the prophetic must be shaped and discerned by the lived experiences of the whole people of God but privileging the experiences of those on the margins. We invite readers to think of the role of the prophetic beyond the pulpit and into the public sphere. 相似文献
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Abbey Loehr Bethany Rittle-Johnson Kelley Durkin Jon R. Star 《Applied cognitive psychology》2020,34(4):825-836
Mathematics textbooks sometimes present worked examples as being generated by particular fictitious students (i.e., person-presentation). However, there are indicators that person-presentation of worked examples may harm generalization of the presented strategies to new problems. In the context of comparing and discussing worked examples during extended classroom instruction, the current study compared the impact of person-presentation to strategy labels on students' posttest accuracy and ratings of strategy generalizability. Five algebra teachers and their 168 students used worked examples either presented using fictitious students or with a strategy label during a multiweek unit on equation solving, with teachers randomly assigned to condition. All students compared and discussed the worked examples. In this context, we found no effect of condition on student accuracy at posttest, nor on their ratings of the generalizability of the presented strategies. We discuss why previously found negative effects of person-presentation may not have extended to this context. 相似文献
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Stephanie Al Otaiba Carol Connor Holly Lane Marcia L. Kosanovich Chris Schatschneider Allison K. Dyrlund Melissa S. Miller Tyran L. Wright 《Journal of School Psychology》2008,46(3):281-314
This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming–decoding fluency. Children's phonological awareness and letter naming–decoding fluency grew significantly from fall to spring. On average, across the three 60 min observations, teachers provided over 30 min a day of phonological awareness and phonics instruction and 15 min a day of vocabulary and comprehension instruction. Global ratings of instructional quality revealed two implementation factors: explicit and individualized implementation and meaningful interactions around text. Hierarchical linear modeling revealed that the amounts of specific instructional content, as well as how this instruction was implemented, was related to students' letter knowledge and phonological awareness skill growth. 相似文献
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Tim Riesen John McDonnell Jesse W. Johnson Shamby Polychronis Matt Jameson 《Journal of Behavioral Education》2003,12(4):241-259
An adapted alternating treatment design was used to measure the effectiveness of constant time delay and simultaneous prompting procedures within an embedded instruction format on the acquisition of academic skills. Four middle school students with moderate to severe disabilities and the paraprofessionals who supported these students in their general education classes participated in the study. The results of the study indicated that both procedures were effective in promoting the acquisition of the target skills. However, the constant time delay procedure was more effective for two of the students and the simultaneous prompting procedure was more effective for the remaining students. Results are discussed in terms of future research and implications for supporting the inclusion of students with moderate and severe disabilities in general education classes. 相似文献