全文获取类型
收费全文 | 1095篇 |
免费 | 30篇 |
国内免费 | 2篇 |
专业分类
教育 | 809篇 |
科学研究 | 85篇 |
各国文化 | 9篇 |
体育 | 100篇 |
文化理论 | 8篇 |
信息传播 | 116篇 |
出版年
2022年 | 8篇 |
2021年 | 15篇 |
2020年 | 21篇 |
2019年 | 44篇 |
2018年 | 45篇 |
2017年 | 44篇 |
2016年 | 32篇 |
2015年 | 16篇 |
2014年 | 21篇 |
2013年 | 244篇 |
2012年 | 31篇 |
2011年 | 26篇 |
2010年 | 18篇 |
2009年 | 13篇 |
2008年 | 24篇 |
2007年 | 17篇 |
2006年 | 21篇 |
2005年 | 19篇 |
2004年 | 24篇 |
2003年 | 21篇 |
2002年 | 21篇 |
2001年 | 17篇 |
2000年 | 19篇 |
1999年 | 14篇 |
1998年 | 13篇 |
1997年 | 14篇 |
1996年 | 20篇 |
1995年 | 16篇 |
1994年 | 11篇 |
1993年 | 16篇 |
1992年 | 9篇 |
1991年 | 11篇 |
1990年 | 15篇 |
1989年 | 11篇 |
1988年 | 12篇 |
1986年 | 13篇 |
1985年 | 13篇 |
1984年 | 12篇 |
1983年 | 16篇 |
1982年 | 7篇 |
1981年 | 9篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1978年 | 6篇 |
1977年 | 11篇 |
1976年 | 8篇 |
1975年 | 6篇 |
1974年 | 9篇 |
1969年 | 5篇 |
1890年 | 7篇 |
排序方式: 共有1127条查询结果,搜索用时 15 毫秒
111.
Patti Wilson 《Psychology in the schools》2004,41(3):301-311
This research study evaluated the efficacy of the Bracken Basic Concept Scale‐Revised (BBCS‐R; Bracken, 1998) and the Bracken Concept Development Program (BCDP; Bracken, 1986a) in a test‐teach‐test paradigm with students from a Head Start program. Prior to the intervention, 54 children were administered the BBCS‐R and were divided into three groups, two of which received basic concept instruction. Once the intervention was completed, the children were reassessed with the BBCS‐R. Posttest scores were calculated for each BBCS‐R subtest and the Total Test and School Readiness Composites after controlling for the pretest scores. A MANOVA and sequential ANOVAs were conducted and proved a significantly higher performance of the two intervention groups compared to the control group. Effect sizes for five of the six BBCS‐R subtests were classified as large, with the sixth (Time/Sequence) classified as medium. Discriminant function coefficients found that the Texture/Material subtest contributed the most to the detection of differences between the groups. However, no significant difference between the two intervention groups was found. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 301–311, 2004. 相似文献
112.
M P Wilson 《Bulletin of the Medical Library Association》1968,56(1):46-48
The National Library of Medicine Extramural Program in administering the Medical Library Assistance Act of 1965 has developed the following specific program objectives: provide financial assistance for improving biomedical libraries; encourage and assist the establishment and functioning of a responsive national biomedical information network by strengthening present biomedical libraries and their interlibrary relationships; and assure that the biomedical library network is linked to related science information systems. The ultimate goal is to develop the role of the library as a full learning resource center for education, research, and service. The regional library program aims to augment present capability of existing medical libraries so that information can be made available more extensively and more rapidly. Comprehensive and thorough advanced planning is a basic element in the development of regional medical libraries. 相似文献
113.
114.
115.
ABSTRACTThe Deep Dive into KBART preconference workshop provided a comprehensive overview of the National Information Standards Organization Knowledge Bases and Related Tools (KBART) Phase II Recommended Practice (http://www.niso.org/publications/rp/rp-9–2014/). The workshop was divided into four sections. The first provided an overview of the background, purpose, and value of KBART to all members of the information supply chain. The next section focused on the basic guidelines for effective exchange of metadata with knowledgebases, including method of exchange, data format, file naming conventions, and frequency of exchange. The remaining two sections of the workshop addressed the correct use of KBART data fields, first in relation to serials and then to monographs. Through classroom instruction, interactive quizzes, and hands-on exercises, the workshop provided in-depth coverage of all KBART data elements, with special focus on many of the most frequently asked questions about the recommended practice. 相似文献
116.
117.
118.
International Journal of Science and Mathematics Education - In the rush to implement STEM programmes in economically disadvantaged school districts, there is a pressing need to develop a stronger... 相似文献
119.
Terri S. Wilson 《Educational theory》2016,66(1-2):147-163
School choice positions parents as consumers who select schools that maximize their preferences. This account has been shaped by rational choice theory. In this essay, Terri Wilson contrasts a rational choice framework of preferences with John Dewey's understanding of interest. To illustrate this contrast, she draws on an example of one parent's school decision‐making process. Dewey's concept of interest offers an alternative conceptual vocabulary attentive to the complex, value‐laden, and evolving process of choosing a school. Her analysis considers how schools might not just appeal to the preexisting preferences of families, but might instead actively shape those interests to democratic ends. 相似文献
120.
Afsaneh Sharif Ashley Welsh Jason Myers Brian Wilson Judy Chan Sunah Cho 《International Journal for Academic Development》2019,24(3):260-271
This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them. 相似文献