全文获取类型
收费全文 | 430篇 |
免费 | 7篇 |
专业分类
教育 | 291篇 |
科学研究 | 14篇 |
各国文化 | 4篇 |
体育 | 40篇 |
文化理论 | 4篇 |
信息传播 | 84篇 |
出版年
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 7篇 |
2020年 | 15篇 |
2019年 | 12篇 |
2018年 | 24篇 |
2017年 | 20篇 |
2016年 | 15篇 |
2015年 | 10篇 |
2014年 | 12篇 |
2013年 | 90篇 |
2012年 | 10篇 |
2011年 | 17篇 |
2010年 | 4篇 |
2009年 | 8篇 |
2008年 | 7篇 |
2007年 | 6篇 |
2006年 | 6篇 |
2005年 | 6篇 |
2004年 | 6篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 11篇 |
1999年 | 4篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 6篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1989年 | 4篇 |
1988年 | 6篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1981年 | 3篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 5篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1967年 | 5篇 |
1966年 | 3篇 |
1963年 | 3篇 |
排序方式: 共有437条查询结果,搜索用时 15 毫秒
21.
22.
Donna Couzens Shiralee Poed Mika Kataoka Alicia Brandon Judy Hartley Deb Keen 《International Journal of Disability, Development & Education》2015,62(1):24-41
More students with disabilities are accessing the tertiary sector with many disabilities not easily observed (or hidden), because there are no physical indicators. These “hidden” disabilities affect a variety of cognitive processes and may be developmental or acquired. To ensure students with hidden disabilities can enrol, engage in and benefit from tertiary education, universities generally provide a range of supports. Typically these supports and any reasonable adjustments are negotiated with students taking into account a number of factors including, where available, any supporting documentation that they might be able to provide. This case study reports efforts within one large Australian university to support higher education students with hidden disabilities on campus. Perceptions on the use of and barriers to support available were collected from seven undergraduate students who self-identified as having hidden disabilities and from eight support staff. Results indicated that students found their informal networks to be their most effective supports, closely followed by clear, caring and flexible lecturers and tutors. There were mixed positive and negative perceptions reported on the universal and disability-specific supports available. Implications and future research directions are discussed. 相似文献
23.
Foster Colin Woodhead Simon Barton Craig Clark-Wilson Alison 《Educational Studies in Mathematics》2022,109(3):491-521
Educational Studies in Mathematics - In this paper, we analyse a large, opportunistic dataset of responses (N = 219,826) to online, diagnostic multiple-choice mathematics questions, provided by... 相似文献
24.
Children often say that strange and improbable events, like eating pickle-flavored ice cream, are impossible. Two experiments explored whether these beliefs are explained by limits in children's causal knowledge. Participants were 423 predominantly White Canadian 4- to 7-year-olds (44% female) tested in 2020–2021. Providing children with causal information about ordinary events did not lead them to affirm that improbable events are possible, and they more often affirmed improbable events after merely learning that a similar event had occurred. However, children were most likely to affirm events if they learned how similar events happened (OR = 2.16). The findings suggest that knowledge of causal circumstances may only impact children's beliefs about the possibility after they are able to draw connections between potential events and known events. 相似文献
25.
Xiaofeng Steven Liu Brandon Loudermilk Thomas Simpson 《Measurement in physical education and exercise science》2014,18(2):91-100
Sample size can be chosen to achieve a specified width in a confidence interval. The probability of obtaining a narrow width given that the confidence interval includes the population parameter is defined as the power of the confidence interval, a concept unfamiliar to many practitioners. This article shows how to utilize the Statistical Analysis System (SAS) proc power procedure to determine an appropriate sample size and achieve sufficient power for a specified confidence interval. Two examples in sport and exercise science are used to illustrate sample size determination for confidence intervals in the dependent and independent t tests. The relevant SAS code and output are provided with detailed annotations. As the use of confidence intervals becomes a more integral part of studies in sport and exercise science, the reporting and analysis of their power should be considered much like that of hypothesis tests. 相似文献
26.
Peter Foster 《International Studies in Sociology of Education》2013,23(1):89-103
ABSTRACT This paper considers claims that students from minority ethnic backgrounds are treated less favourably than their white peers in schools because their teachers make negative, ethnocentric judgements of their behaviour. The paper challenges the empirical basis of these claims and the implicit model of good practice on which they are based. It goes on to examine some of the implications for teacher practice of this discussion. The aim is to try to clarify the meaning of equality of treatment in schools, a right we expect all citizens to enjoy, and to examine the way this principle should be operationalised by teachers in multi‐ethnic schools. 相似文献
27.
28.
29.
30.
Objective:
The research sought to establish a rubric for evaluating evidence-based medicine (EBM) point-of-care tools in a health sciences library.Methods:
The authors searched the literature for EBM tool evaluations and found that most previous reviews were designed to evaluate the ability of an EBM tool to answer a clinical question. The researchers'' goal was to develop and complete rubrics for assessing these tools based on criteria for a general evaluation of tools (reviewing content, search options, quality control, and grading) and criteria for an evaluation of clinical summaries (searching tools for treatments of common diagnoses and evaluating summaries for quality control).Results:
Differences between EBM tools'' options, content coverage, and usability were minimal. However, the products'' methods for locating and grading evidence varied widely in transparency and process.Conclusions:
As EBM tools are constantly updating and evolving, evaluation of these tools needs to be conducted frequently. Standards for evaluating EBM tools need to be established, with one method being the use of objective rubrics. In addition, EBM tools need to provide more information about authorship, reviewers, methods for evidence collection, and grading system employed.Highlights
- Eleven of the fourteen previous evidence-based medicine (EBM) tool evaluations were based on clinicians evaluating tools based on their perception of the products'' ability to answer a clinical question.
- EBM tools'' evidence summaries are not updated as often as products claim.
- Although many EBM tools claim to be evidence based, only 74% of the 70 evaluated treatment summaries included graded evidence.
Implications
- To offer the best tools for users, medical libraries should evaluate EBM resources regularly, including the quality of the evidence provided.
- Medical librarians have a role to play in evaluating the quality of EBM products and can develop assessment tools to aid in this evaluation.