全文获取类型
收费全文 | 14674篇 |
免费 | 130篇 |
国内免费 | 25篇 |
专业分类
教育 | 9902篇 |
科学研究 | 2096篇 |
各国文化 | 145篇 |
体育 | 926篇 |
综合类 | 18篇 |
文化理论 | 160篇 |
信息传播 | 1582篇 |
出版年
2021年 | 95篇 |
2020年 | 133篇 |
2019年 | 208篇 |
2018年 | 302篇 |
2017年 | 386篇 |
2016年 | 405篇 |
2015年 | 279篇 |
2014年 | 304篇 |
2013年 | 2359篇 |
2012年 | 369篇 |
2011年 | 381篇 |
2010年 | 266篇 |
2009年 | 228篇 |
2008年 | 305篇 |
2007年 | 278篇 |
2006年 | 249篇 |
2005年 | 850篇 |
2004年 | 669篇 |
2003年 | 463篇 |
2002年 | 276篇 |
2001年 | 218篇 |
2000年 | 203篇 |
1999年 | 181篇 |
1998年 | 95篇 |
1997年 | 94篇 |
1996年 | 113篇 |
1995年 | 97篇 |
1994年 | 111篇 |
1993年 | 119篇 |
1992年 | 161篇 |
1991年 | 166篇 |
1990年 | 158篇 |
1989年 | 162篇 |
1988年 | 131篇 |
1987年 | 156篇 |
1986年 | 158篇 |
1985年 | 178篇 |
1984年 | 168篇 |
1983年 | 166篇 |
1982年 | 129篇 |
1981年 | 136篇 |
1980年 | 115篇 |
1979年 | 154篇 |
1978年 | 161篇 |
1977年 | 114篇 |
1976年 | 113篇 |
1975年 | 109篇 |
1974年 | 90篇 |
1973年 | 107篇 |
1972年 | 90篇 |
排序方式: 共有10000条查询结果,搜索用时 78 毫秒
991.
992.
Consequential validity: Right Concern-Wrong Concept 总被引:5,自引:0,他引:5
W. James Popham 《Educational Measurement》1997,16(2):9-13
Why is the I985 view of validity in the Standards clear and useful? Does the issue of social consequences confuse the meaning o f validity? Can we address test use consequences without making them a facet of validity? 相似文献
993.
994.
995.
L W McClure 《Bulletin of the Medical Library Association》1985,73(4):319-329
The development of reference/information services in the health sciences library is traced, with emphasis on the events which brought about change. The distinction between information and knowledge is outlined and a philosophy which stresses the value of the librarian's knowledge is offered as the key to the future. 相似文献
996.
An anthropometric analysis of elite Australian track cyclists 总被引:3,自引:0,他引:3
An anthropometric analysis was conducted on 35 elite male Australian track cyclists having a mean age of 22.6 years and who had been competing on average for 9 years. The relationship of anthropometric parameters to both bicycle saddle height and cycling performance was also investigated. Subjects were allocated, for purposes of comparison, to an endurance or sprint group on the basis of their competitive event. The group members in total were ectomorphic mesomorphs of height 178 +/- 4.8 cm and weight 72.5 +/- 6.6 kg on average. Percentage of saddle height to lower limb length averaged 99 +/- 1.6%, and significant correlations existed between strength and both body mass (r = 0.57) and thigh girth (r = 0.55). No significant correlation was seen between any anthropometric parameter and performance in an individual event. Cyclists in the spint group were heavier (76.2 +/- 7.4 vs. 70.0 +/- 4.7 kg, P less than 0.01) and stronger (258 +/- 44.4 vs. 216 +/- 30.5 Nm, P less than 0.01), and had larger chest (98.2 +/- 6.2 vs. 92.4 +/- 2.9 cm, P less than 0.01), arm (33.0 +/- 2.2 vs. 30.7 +/- 1.6 cm, P less than 0.01), thigh (57.5 +/- 3.4 vs. 54.3 +/- 2.5 cm, P less than 0.01) and calf girths (37.8 +/- 1.7 vs. 36.2 +/- 1.9 cm, P less than 0.05) than cyclists in the endurance group. They were also more mesomorphic (5.3 +/- 0.7 vs. 4.7 +/- 0.8, P less than 0.05) and less ectomorphic (2.3 +/- 0.9 vs. 2.9 +/- 0.6, P less than 0.05) than the endurance cyclists. 相似文献
997.
998.
999.
SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT
下载免费PDF全文
![点击此处可从《Psychology in the schools》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Charity Brown Griffin Shauna M. Cooper Isha W. Metzger Alexandrea R. Golden C. Nicole White 《Psychology in the schools》2017,54(7):673-688
This investigation utilized an integrative model of development for ethnic minority children and a process model of engagement to explore whether three dimensions of school engagement (behavioral, emotional, and cognitive) mediated relationships between school racial climate, academic performance, and educational aspirations. A total of 139 African American students were recruited from a high school in the southeastern United States. Findings revealed an indirect association between perceptions of racial fairness and academic achievement indicators through behavioral and cognitive engagement. Behavioral and cognitive engagement also mediated relationships between youths’ perceived peer discrimination and academic achievement indicators. No significant indirect associations between teacher discrimination and academic achievement through school engagement dimensions were found. Study limitations, future directions, and implications are discussed. 相似文献
1000.
Dacia M. McCoy Julie Q. Morrison Dave W. Barnett Hilary D. Kalra Lauren K. Donovan 《Psychology in the schools》2017,54(8):821-836
As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self‐modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off‐task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self‐video and photos prior to circle time. A child preference phase was conducted whereby each child self‐selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off‐task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self‐modeling condition. 相似文献