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161.
Teaching quality emerged as asignificant issue in higher education duringthe 90s. This led to the implementation ofnumerous quality control, assurance andenhancement schemes as institutions attemptedto stay abreast of demands from variousstakeholders in a rapidly changing educationalenvironment. More recently, with theestablishment of the Australian UniversityQuality Agency (AUQA) in 2000, there is nowfurther impetus to review quality schemes inAustralian universities. This paper describeshow a teaching award programme may impact onplanning and review processes within universitydepartments and highlights how the alignment ofteaching award criteria with external qualityaudit requirements can lead tocross-institutional benefits for enhancing thequality of teaching. 相似文献
162.
The current study examined how individual differences in children's temperament and motivation relate to attention skills in children from economically disadvantaged families. A total of 73 mother-child dyads participated in this study. Children were between the ages of 3 and 5, and all attended a Head Start program. Using multiple hierarchical regression analyses, the hypotheses that effortful control (an aspect of temperament) and motivation would individually and collectively relate to attention skills were supported. The current study supports the importance of understanding attention as a multifaceted concept (Posner & Petersen, 1990) that relates to cognitive, socioemotional, and motivational systems. The utility of applying a systems approach to school readiness issues in children of poverty is discussed. 相似文献
163.
Barbara M. Brenzel 《Interchange》1975,6(2):11-22
Conclusion Given the small number who either rose above their previous station or fell into disrepute, it seems that the girls took an indirect route to the place one might have expected them to be in their adulthood. A large majority remained in the class into which they had been born. They were employed in predictable positions and lived in predictable ways with the sorts of husbands one might have expected them to marry had they not been sent to Lancaster. The school thus seemed to provide a waystation for the adolescent daughters of the poor. Would they have fared the same regardless of their stay at Lancaster? We cannot tell. However, Lancaster may have acted as an employment agency for many of the 16-year-olds whose families found it difficult to place them in service. It seemed to have provided a pleasant place where poor girls were given adequate shelter and supervision: a home where their families and society could be assured that they were not exposed to vice and corruption. And, indeed, most of the girls remained poor, but respectable.In sum, Lancaster Industrial School for Girls seemed to have some of the effects the policy-makers had hoped for—it separated the girls from the influences considered to encourage promiscuity. It was able to do so without being harsh. Nevertheless, the focus of the founders to save the daughters of the poor, rather than to fundamentally change social ills, indicates the limits of mid-19th-century social reform.I would like to thank the following people for their help, time, patience, and insightuful comments: Mary Jo Bane, Joseph Featherstone, Michael Katz, Paulette Meleen, Michael Olneck, Steven Schlossman, and Stephan Thernstrom. Claire Donovan, present Superintendent of Lancaster Industrial School for Girls, was exceptionally generous in helping me to understand the school, and telling me about the available data; without her I couldn't have written this paper. The Schlessinger Library staff, and especially Eva Moseley, were also of tremendous help. The statistical data given in this paper are derived by coding the pertinent information given on each girl; they include 80 variables such as place of birth, family background, age, religion, crime, complainant, behaviour at the school, experience during indenture years, and several follow-throughs. This coded material was then analysed with the SPSS programming language to give relevant marginals, statistical proofs, and cross tabulations. 相似文献
164.
Homicidal commotio cordis: the final blow in a battered infant 总被引:2,自引:0,他引:2
165.
Barbara Kelly 《Educational Psychology in Practice》2006,22(1):1-17
This paper explores the reflections of practising educational psychologists on the usefulness of a framework used in training for the role of educational psychologist. The Monsen problem‐solving framework is taught on the M.Sc. Educational Psychology Programme at Strathclyde University. The framework aims to support learning in the processes of conceptualising complex and ill‐defined problems and in subsequently developing effective interventions. It offers systematic steps to help structure, organise and analyse the complexities of problems in a coherent way, facilitating understanding and transparency of processes for both psychologists and clients. How effective is the training device in ensuring that problems are understood and addressed in practice? Does the framework influence or shape the work of the fully‐fledged practitioner? The present study indicates that the Monsen framework is perceived to be highly effective in some executive areas and that these aspects transfer well to applied practice. However there is less transferability in those aspects relating more directly to psychological theory and thinking, in particular the formulation of hypotheses and the sharing of the problem dynamics with stakeholders. Respondents describe the limitations of the model in the contexts of collaborative working, time management and competing theories and frameworks. These issues are discussed in relation to professional practice and accountability. It is proposed that the advantages of using the Monsen model may be even clearer if the role of psychological theory is more fully articulated within the framework. 相似文献
166.
Recently a number of institutions have begun sponsoring nondeficit science and/or technology learning experiences for parents and their middle school-aged children which are intended to be enriching rather than remedial or compensatory in purpose. Very little research documenting the effects of parental involvement in the education of older children has been reported, however. The intent of this article was to present two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents (parent-child treatment) or with their peers (child-child treatment). The first study focused on learning about communications technology (primarily telegraphs, telephones and radios); the second study focused on microcomputers. Results indicate that parents have little affect in helping their children learn the subject matter of technology courses. Likewise, parents do not affect children's attitudes toward computers. Both results were attenuated by the fact that the students in the studies were high achievers who were interested in and motivated to learn the subject matter, regardless of treatment. Significant differences were noted for computer literacy favoring the parent-child group, however. Parents also seemed to effect children's attitudes toward the subject matter of the courses. Further research needs to be done with less appealing course content or with less motivated students to fully determine the effect of parent-child and child groupings in science and technology courses. 相似文献
167.
168.
The relationship between a Midwest church-affiliated institution and its supporting congregations provides an opportunity to investigate part of the sociological environment within which a college-choice decision is made for students of a strong denominational orientation. Applying the local-cosmopolitan dichotomy used by previous researchers, this study hypothesized that the cultural orientation of local congregational leaders reflects norms that are aligned to congregational enrollment support or nonsupport for the denominational university. The findings demonstrate that the concepts of cultural, social, and ecclesiological localism-cosmopolitanism are helpful in explaining an individual's support for the denominational university. Also, differing cultural orientations among congregational leaders are related to the degree to which the congregation supports the university with the enrollment of youth. 相似文献
169.
170.
Barbara Jaworski 《Journal of Mathematics Teacher Education》2007,10(4-6):201-204