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71.
This article explores Robert Kegan's adult constructive‐developmental (ACD) theory. We compare these ideas to the way educators at each of Kegan's meaning‐making levels might plan, implement, and assess digitally enhanced teaching activities. Using Drago‐Severson's interpretation of Kegan's concepts, the authors propose that behaviors of university teaching practitioners indicate mindsets evident at four ACD levels—instrumental, socialized, self‐authoring, and self‐transforming. Higher education professional development literature has identified a significant gap in practitioner implementation of interactive strategies using digital tools. If university practitioners increase their mental complexity they may become more adaptive in the application of interactive pedagogies and digital technologies. Adaptive approaches might cultivate new pedagogies supporting and challenging students toward more complex and flexible qualities of mind. 相似文献
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Ben Littlepage Teresa Clark Randal Wilson Logan Stout 《Community College Journal of Research & Practice》2018,42(6):379-388
Community colleges in Tennessee, either directly or indirectly, experienced unprecedented change as a result of Tennessee Promise. The present study explored how student support service administrators at three community colleges responded to organizational change as a result of the Tennessee Promise legislation. Investigators selected community colleges for the multi-site case study because the legislative impact would be actualized by the preparations made to serve incoming Promise recipients. The delivery of orientation services framed organizational change because the service staff facilitate connections and provide information to incoming students. Challenges like a shifting population, ill-equipped infrastructure, inadequate remediation support, heightened interest for social engagement opportunities, misinformation, and unmet fiscal needs left administrators seeking coherence through the change process. Investigators found community college administrators react to change similarly. Administrators acknowledged change as continuous, created a culture of innovation among stakeholders, and were not afraid to fail as responses to the organizational change phenomenon. 相似文献
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Brenda Williams 《Clearing house (Menasha, Wis.)》2013,86(4):128-135
Middle school students from military families face unique challenges, especially when their parents are deployed. Among the challenges they experience are frequent relocations; issues that affect academic achievement; uncertainty; and changes in roles, responsibilities, and relationships at home. Reunification involves issues of the returning parent's reintegration into the family, reacquainting with children, and recuperation. This article highlights the need for educators to recognize the unique matters surrounding military students, particularly those whose parents are deployed. It focuses on students’ needs, challenges faced by families and schools, and support mechanisms in place. Implications for practice and strategies for schools to use are provided. 相似文献
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The myth of home is what distinguishes children??s literature from adult novels (Wolf 1990). Nodelman and Reimer (The Pleasures of Children??s Literature, 2003) write that while ??the home/away/home pattern is the most common story line in children??s literature, adult fiction that deals with young people who leave home usually ends with the child choosing to stay away?? (pp. 197?C198). In a critical content analysis of recent award-winning middle reader novels from the United States, the United Kingdom, and Australia, a new pattern was observed. This pattern, called a postmodern metaplot, begins with the child being abandoned, rather than the child leaving the home. The child??s journey is to construct a home within a postmodern milieu complete with competing truths and failed adults. Ultimately, the child??s postmodern journey ends with very modern ideal of the child leading the adults to a hopeful ending, a home. The article explores the changing roles of childhood and adulthood in children??s literature and questions if the mythology of home can be undone. 相似文献
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Persistent disparities exist between African American children and their European American counterparts across developmental domains. Early childhood intervention may serve to promote more positive outcomes among African American children. The current study examined whether and how the Early Head Start (EHS) program benefited African American children at the end of the program, when they were 36 months of age, as well as the parenting these children experienced and how this affected their developmental outcomes. The data show a wide and strong pattern of impacts of EHS for African American children and families. Path analysis yielded findings that suggested a direct effect of EHS on specific child outcomes and parenting processes within this group of African American families. Parental supportiveness and cognitive stimulation emerged as important direct influences on African American children's outcomes and as pathways through which Early Head Start benefits these children. These findings are discussed in the context of early childhood intervention practice. 相似文献
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Three librarians who have extensive experience working in libraries or for publishers, vendors, or consortia presented an informal discussion on librarian–vendor relationships. The audience was encouraged to participate. Problems were articulated; speakers and audience members contributed suggestions for better approaches or behaviors when handling difficult situations. 相似文献
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