全文获取类型
收费全文 | 995篇 |
免费 | 11篇 |
专业分类
教育 | 812篇 |
科学研究 | 25篇 |
各国文化 | 15篇 |
体育 | 57篇 |
综合类 | 2篇 |
文化理论 | 6篇 |
信息传播 | 89篇 |
出版年
2022年 | 12篇 |
2020年 | 14篇 |
2019年 | 14篇 |
2018年 | 27篇 |
2017年 | 37篇 |
2016年 | 27篇 |
2015年 | 20篇 |
2014年 | 31篇 |
2013年 | 260篇 |
2012年 | 26篇 |
2011年 | 21篇 |
2010年 | 19篇 |
2009年 | 21篇 |
2008年 | 30篇 |
2007年 | 25篇 |
2006年 | 24篇 |
2005年 | 13篇 |
2004年 | 20篇 |
2003年 | 19篇 |
2002年 | 22篇 |
2001年 | 15篇 |
2000年 | 22篇 |
1999年 | 7篇 |
1998年 | 13篇 |
1997年 | 10篇 |
1996年 | 10篇 |
1995年 | 12篇 |
1994年 | 11篇 |
1993年 | 5篇 |
1992年 | 10篇 |
1991年 | 11篇 |
1990年 | 16篇 |
1989年 | 13篇 |
1988年 | 10篇 |
1987年 | 9篇 |
1986年 | 8篇 |
1985年 | 10篇 |
1984年 | 10篇 |
1983年 | 8篇 |
1982年 | 14篇 |
1981年 | 10篇 |
1980年 | 9篇 |
1979年 | 8篇 |
1978年 | 7篇 |
1977年 | 12篇 |
1976年 | 5篇 |
1975年 | 8篇 |
1974年 | 6篇 |
1973年 | 5篇 |
1968年 | 5篇 |
排序方式: 共有1006条查询结果,搜索用时 15 毫秒
1.
Jenny Morris, freelance researcher, David Abbott, research associate at the Norah Fry Research Centre at the University of Bristol, and Linda Ward, Director of the Norah Fry Research Centre at the University of Bristol, carried out research to look at whether the current system of legislation and regulation is adequately protecting and promoting the interests of disabled children placed at residential schools. This article summarises some findings from the research which investigated the decision-making processes leading to residential special school placements and explored the involvement of education and social services authorities after placements have been made. The research found that the needs of individual children are not central to these decision-making processes; and that the local authorities who make such placements do not pay sufficient attention to protecting and promoting children's educational or care needs once they have gone away to school. Jenny Morris, David Abbott and Linda Ward indicate some of the ways in which current practice could be improved; make recommendations for future developments; and call for further research into the role of special residential schools in the context of policy on educational and social inclusion. 相似文献
2.
Ward RV 《Osler Library newsletter》1977,(24):1-3
A paper read at the first regular meeting of the Osler Society of McGill University, October 19, 1921. 相似文献
3.
4.
5.
6.
7.
Jennifer Ward Stephanie Branson Megan D. Cross Ilene R. Berson 《Journal of Research on Technology in Education》2016,48(3):227-238
This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality undermined children's autonomous control. The researchers observed numerous instances of issues with control of the medium, including height of the table, sensitivity to multiple types of touch, and limited instructions and prompts. Implications for future research and practice are discussed. 相似文献
8.
The purpose of this study was to assess receptivity to peer teaching and peer learning about the safe and appropriate use of medications among communitydwelling older adults. The sample was predominately White (88.5%), female (75.9%) older adults with an average age of 80.2 ( - 9.1) years. On average, the participants perceived their health status as good (2.8 - 0.6). In addition, participants reported using an average number of 4.4 ( - 3.3) prescribed medications. The majority (75%) of participants also reported no problems with their medications. With respect to receptivity to peer teaching and peer learning, the participants, on average, were neutral to peer teaching (6.0 - 2.4), but were somewhat receptive to peer learning (6.7 - 2.2). The number of prescribed medications that a participant reported taking and the age of a participant were identified as significant predictors of receptivity to peer teaching and accounted for 14.5% of the total variance ( F = 5.84, df = 2, p = 0.005). For receptivity to peer learning, the number of prescribed medications also was a significant predictor ( F = 7.50, df = 1, p = 0.008). This study provides the initial step to identifying community-dwelling older adults who would be receptive to peer teaching and peer learning about the safe and appropriate use of medications. 相似文献
9.
10.