全文获取类型
收费全文 | 3321篇 |
免费 | 409篇 |
国内免费 | 1篇 |
专业分类
教育 | 3206篇 |
科学研究 | 52篇 |
各国文化 | 97篇 |
体育 | 32篇 |
文化理论 | 11篇 |
信息传播 | 333篇 |
出版年
2022年 | 3篇 |
2021年 | 41篇 |
2020年 | 55篇 |
2019年 | 114篇 |
2018年 | 122篇 |
2017年 | 157篇 |
2016年 | 104篇 |
2015年 | 162篇 |
2014年 | 185篇 |
2013年 | 1033篇 |
2012年 | 147篇 |
2011年 | 156篇 |
2010年 | 168篇 |
2009年 | 140篇 |
2008年 | 161篇 |
2007年 | 106篇 |
2006年 | 92篇 |
2005年 | 80篇 |
2004年 | 72篇 |
2003年 | 34篇 |
2002年 | 43篇 |
2001年 | 36篇 |
2000年 | 38篇 |
1999年 | 42篇 |
1998年 | 23篇 |
1997年 | 27篇 |
1996年 | 32篇 |
1995年 | 31篇 |
1994年 | 23篇 |
1993年 | 23篇 |
1992年 | 25篇 |
1991年 | 20篇 |
1990年 | 31篇 |
1989年 | 14篇 |
1988年 | 16篇 |
1987年 | 18篇 |
1986年 | 14篇 |
1985年 | 20篇 |
1984年 | 8篇 |
1983年 | 9篇 |
1982年 | 10篇 |
1981年 | 11篇 |
1980年 | 7篇 |
1979年 | 10篇 |
1978年 | 8篇 |
1977年 | 10篇 |
1976年 | 10篇 |
1975年 | 9篇 |
1967年 | 4篇 |
1966年 | 3篇 |
排序方式: 共有3731条查询结果,搜索用时 31 毫秒
31.
Anne‐Katharina Weilenmann 《Learned Publishing》2016,29(3):219-221
Key points
- Publishing is fixated on the format of the scholarly article, and this is stifling innovation.
- Content should be presented in a way that adapts dynamically to the reader's needs.
- A lot of interdisciplinary research is needed to transform reading, writing, and publishing processes.
32.
Fernanda L. Cross Aixa D. Marchand Michael Medina Andrea Villafuerte Deborah Rivas‐Drake 《Psychology in the schools》2019,56(4):483-496
This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families. 相似文献
33.
Beyond educational attainment: The importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC 下载免费PDF全文
Esperanza Vera‐Toscano Margarida Rodrigues Patricia Costa 《European Journal of Education》2017,52(2):217-231
Empirical evidence suggests that educational attainment nurtures people's social outcomes and promotes active participation in society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. Hence, we explored the opportunity offered by the PIAAC survey through its provision of information on educational attainment, observed individual key skills proficiency, and participation in adult education and training (adult lifelong learning). We therefore studied the association between these human capital variables and social outcomes, and more specifically interpersonal trust and participation in volunteering activities. Results revealed that these social outcomes were affected not only by the formal qualification obtained, determined by the education variable, but also throughout the life‐cycle. Indeed, education and training when undertaken during adult life have a significant impact, especially on volunteering. The fact that the skill proficiency also plays a significant role is extremely relevant, as skills are more likely to change over the life‐cycle, either in a positive or negative way. Whilst the formal education received is constant after exiting the educational system, skills reflect competences more accurately: first, because those with the same level of education may have different skill levels because of differences in the quality of education or ability; second, because skills can vary over time. For example, they may increase with work experience or informal education, or decrease as a result of depreciation and ageing. These findings suggest that social outcomes are prone to be affected by many factors other than formal education, suggesting that policy makers can implement recommendations even after formal education has been completed. 相似文献
34.
A series of studies extended psychometric research on the Adjustment Scales for Preschool Intervention (ASPI). The ASPI is a multidimensional measure of preschool emotional and behavioral adjustment for use within formal early childhood educational programs. These studies used a multiple method, multisource approach to provide additional evidence for the reliability and validity of the ASPI. Findings documented inter‐rater reliability of the ASPI across key informants within early childhood educational programs—teachers and teacher assistants. Findings supported concurrent validity of the ASPI with direct observations of preschool classroom adjustment problems and the developmentally salient constructs of temperament and emotion regulation. Implications for policy, practice, and future research are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 725–736, 2004. 相似文献
35.
36.
The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth‐grade students from two different classes of an urban Israeli junior high school who studied an earth systems‐based curriculum that focused on the hydro cycle. The study addressed the following research questions: (a) Could the students deal with complex systems?; (b) What has influenced the students' ability to deal with system perception?; and (c) What are the relationship among the cognitive components of system thinking? The research combined qualitative and quantitative methods and involved various research tools, which were implemented in order to collect the data concerning the students' knowledge and understanding before, during, and following the learning process. The findings indicated that the development of system thinking in the context of the earth systems consists of several sequential stages arranged in a hierarchical structure. The cognitive skills that are developed in each stage serve as the basis for the development of the next higher‐order thinking skills. The research showed that in spite of the minimal initial system thinking abilities of the students most of them made some meaningful progress in their system thinking skills, and a third of them reached the highest level of system thinking in the context of the hydro cycle. Two main factors were found to be the source of the differential progress of the students: (a) the students' individual cognitive abilities, and (b) their level of involvement in the knowledge integration activities during their inquiry‐based learning both indoors and outdoors. © 2005 Wiley Periodicals, Inc. 相似文献
37.
What makes marking reliable? Experiments with UK examinations 总被引:2,自引:0,他引:2
38.
A. Pessate‐Schubert 《Compare》2004,34(3):329-340
This article addresses the meaning that female Bedouin from the Negev in Israel give to higher education. I shall focus the discussion on the processes in which personal and social contexts merge into one another. Although there has been an increase in the number of investigations of the ways in which Bedouin women in the Negev in Israel participate in the public sphere, a survey of the literature reveals that no investigations have been conducted on the meaning educated women attribute to higher education during the course of their lives. Through an analysis of ten in‐depth interviews carried out between 1998 and 2001, this article examines issues such as gender, empowerment and social mobility amongst young Bedouin women in Israel. 相似文献
39.
40.
Abraham E. Haspel 《Higher Education》1978,7(3):279-294
Employers optimally pursue activities which facilitate the coordinating of employee characteristics and the requirements of the job. One allegedly important employee characteristic is the level of education. Employees with higher levels of education are rewarded with higher wages than employees with lower levels. This may occur if higher levels of education make an employee truly more productive or if because of an employer's beliefs only those individuals with higher levels of education are allowed to enter the higher paying positions (occupational screening).The above propositions are testable, depending crucially upon the theoretical model employed for determining occupational choices. We shall compare the implications of two possible occupation choice models: (1) enter the job which offers the highest lifetime income, (2) enter the job which offers the highest level of overall satisfaction. We estimate these two models using the NBER-TH data sample. By distributing our estimated results and the actual distribution of occupations over the education levels of high school, some college and BA we can see if more or less people are expected to enter specific occupations at each education level. Support for screening exists if more people are expected in high status occupations at low education levels than are actually in those occupations.When comparing the estimated results for each model we see different outcomes emerge. The latter indicates that screening does not exist while the former does. We present arguments as to why we feel that the second model is the more correct and appropriate and, consequently, why we feel that education is not an effective screening device. 相似文献