全文获取类型
收费全文 | 1461篇 |
免费 | 11篇 |
国内免费 | 1篇 |
专业分类
教育 | 1064篇 |
科学研究 | 83篇 |
各国文化 | 14篇 |
体育 | 134篇 |
文化理论 | 24篇 |
信息传播 | 154篇 |
出版年
2021年 | 13篇 |
2020年 | 21篇 |
2019年 | 33篇 |
2018年 | 36篇 |
2017年 | 42篇 |
2016年 | 51篇 |
2015年 | 21篇 |
2014年 | 29篇 |
2013年 | 357篇 |
2012年 | 43篇 |
2011年 | 40篇 |
2010年 | 28篇 |
2009年 | 26篇 |
2008年 | 36篇 |
2007年 | 39篇 |
2006年 | 34篇 |
2005年 | 36篇 |
2004年 | 34篇 |
2003年 | 27篇 |
2002年 | 32篇 |
2001年 | 21篇 |
2000年 | 23篇 |
1999年 | 23篇 |
1998年 | 13篇 |
1997年 | 22篇 |
1996年 | 15篇 |
1995年 | 17篇 |
1994年 | 16篇 |
1993年 | 22篇 |
1992年 | 14篇 |
1991年 | 32篇 |
1990年 | 8篇 |
1989年 | 10篇 |
1988年 | 20篇 |
1987年 | 16篇 |
1986年 | 12篇 |
1985年 | 14篇 |
1984年 | 11篇 |
1983年 | 12篇 |
1982年 | 12篇 |
1981年 | 19篇 |
1980年 | 13篇 |
1979年 | 15篇 |
1978年 | 15篇 |
1977年 | 13篇 |
1976年 | 16篇 |
1975年 | 11篇 |
1974年 | 9篇 |
1969年 | 7篇 |
1967年 | 6篇 |
排序方式: 共有1473条查询结果,搜索用时 0 毫秒
41.
School psychologists need to assess the severity of behavior disorders accurately to facilitate comprehensive diagnosis, to provide appropriate intervention, to enlighten research efforts, and to be in compliance with state and federal guidelines. Although clinicians in fields such as mental retardation categorize severity of behavior to make diagnostic and general treatment decisions, school psychologists rarely attempt to assess severity in any systematic or comprehensive way. The primary purpose of this study is to see how 92 practicing school psychologists rank 11 variables in their assessments of SED in school-age children. A secondary purpose is to examine the extent of school psychologists' reliance upon clinical and empirical criteria in assessing the severity of SED. It is concluded that school psychologists agree in their rankings of variables from most to least important and that they do not consider empirical criteria more important than clinically based criteria when assessing SED. Implications for practice are presented. 相似文献
42.
43.
44.
Attempts at school reform and improvement have experienced difficulty creating and implementing feedback systems that energize
and sustain change efforts. If the call for reform at all levels of education is to be met, attention must be given to establishing
effective feedback mechanisms in educational institutions as they embark on improvement efforts. The purpose of this article
is to describe application of an educational design metaphor to create a Knowledge Management System that provides teachers
with timely and constructive feedback about their professional practice. This system includes the way in which a corpus of
professional knowledge about differentiated content and instruction, classroom grouping, evidence-based practice and classroom
management can be embedded in a set of tools that provides multiple stakeholders (teachers, students, administrators) the
opportunity to generate feedback about instructional practice. Use of the approach is discussed within the broader context
of Knowledge Management as a vehicle to extend the role of feedback in school reform and improvement within a long term pilot
application in one school. 相似文献
45.
Alan Paisey Head of Administrative Studies Keith Alan‐Smith Pro‐Rector 《School Leadership & Management》2013,33(4):333-340
Today's school leaders are searching for a way to give value to and effectively manage a school's intangible assets to create a more holistic picture of student success. Schools establish partnerships with community organizations towards this end and to ultimately impact student learning. Utilizing the framework of principals as knowledge managers, this paper describes how school principals involved in a university partnership developed a tool to manage and intentionally utilize the intangible assets of the school–university partnership to increase student learning. Included are examples of how the tool was applied and suggestions for adapting the tool to any school partnership. 相似文献
46.
Alan Pritchard 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):21-27
A mentorship scheme based on supplemental instruction was established in a degree programme at the University of Sunderland. The aim of the scheme was to help with the integration of level two students (proteges) from franchise colleges onto the degree programme. Each mentor was responsible for three to four proteges. The mentors (level three students) kept diaries which have been analysed using qualitative principles. Four stages in the mentors career have been identified. The analysis has helped inform the progress of future developments in mentoring. 相似文献
47.
Paul Brna Alan Bundy Tony Dodd Marc Eisenstadt Chee Kit Looi Helen Pain Dave Robertson Barbara Smith Maarten van Someren 《Instructional Science》1991,20(2-3):111-133
In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language. 相似文献
48.
Teaching Economics 总被引:1,自引:0,他引:1
Alan Coddington 《Higher Education Quarterly》1972,26(4):467-470
49.
50.
After a brief golden age Australian university research faces a difficult future. Two notions, utility and concentration, have become the catchwords of the emerging policy initiatives. Both have tended to be interpreted narrowly and simplistically, utility as having immediate technological applications that will bring economic benefits, and concentration to argue for breaking the teaching-research nexus, reducing the research workforce and thus achieving cost savings. As proposed, both initiatives require more centralised control of research policy and funding. Despite the outstanding record of Australia's universities in research and the absence of evidence to support the benefits claimed for the new initiatives, the pressure for change is gaining momentum. The problems facing Australian universities have much in common with those in other Western countries, although unique solutions must be sought for every setting. This paper argues that, in Australia, the adoption of the easy solution of increased concentration, short-term utility, and centralised control, is likely to compromise the established excellence and diversity in basic research, and to lead to an overall reduction in the scale of university research. Before any changes are instigated, there is a pressing need for a broad-ranging review based on widespread participation in a debate about needs and priorities, and rigorous research into the performance of the existing system and the potential benefits of the changes proposed. 相似文献