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931.
Dennis E. Brown Roy C. Rodriguez 《Community College Journal of Research & Practice》2013,37(3-4):149-156
This study resulted from a concern that a valid and reliable self‐assessment instrument was needed for community college administrators. The instrument constructed included thirty performance dimensions. Administrators from three community colleges assisted in the establishment of the validity and reliability of the instrument. The process for developing a self‐assessment instrument for performance appraisal was validated. Implications for practice include a method for administrator self‐improvement of performance and the development of administrator training programs. 相似文献
932.
E. Todd Brown Victoria J. Molfese Peter Molfese 《Journal of Education for Students Placed at Risk》2013,18(1):106-126
Few studies investigating the impacts of teacher characteristics and beliefs about the importance of early skill learning have included measures of children's learning outcomes. This study investigated how teachers' educational attainment, experience, and beliefs impact the development of letter identification and number concepts (enumeration, cardinality, and numeral identification). One hundred thirty-eight 4-year-old children from low-income homes attending public preschool programs were the focus of a study based on findings that early learning is impacted by family characteristics and teachers' perceptions of children's eagerness to learn (West, Denton, & Germino Hausken, 2000). Children's skills were assessed fall and spring, with more change found in spring measures of letter identification than in measures of number concept skills. Teachers' educational attainment was found to strongly influence development of letter identification, with teacher experience a weaker influence. For number concepts, teacher education and experience were equivalent influences. Teachers' beliefs about literacy and mathematics were weakly related to children's learning outcomes, but added to the variance accounted for beyond the influence of teacher education and experience in the development of numeral recognition. More information is needed from studies focusing on children learning across the school year on how structural and process features influence young children's learning. 相似文献
933.
The study outlined in this paper is one element of a research project that was designed to determine, from the teachers' perspective, how their teacher preparation program influenced their development as teachers and how this development progressed in their beginning years within the profession. This paper then explores how a group of student-teachers who had completed their Dip. Ed. at Monash University described their own development during their transition into the teaching profession as they re-considered their pre-service teacher preparation program. 相似文献
934.
935.
936.
Bryan M. Ness 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):356-377
In this study, I piloted the feasibility, effects, and perceived acceptability of a peer mentoring intervention targeting academic achievement and self-regulated learning (SRL) for three college students with Asperger syndrome. The approach, dubbed Strategies for College Learning (SCL), features individualized assessment of academic performance in target courses and direct instruction of learning and self-regulation strategies under the provision of a peer mentor. The pilot study resulted in successful implementation of SCL and the acquisition of numerous learning strategies among participants. Qualitative data indicated participants felt SCL was both useful and acceptable. As the incidence of autism spectrum disorders increases, so has the need to accommodate students with highly individualized learning needs. The pilot is among the first to explore peer mentoring as an approach at bolstering SRL and academic achievement for college students with Asperger syndrome. The limitations of the study are discussed as well as implications for future research and practice. 相似文献
937.
William R. Brown 《Communication Studies》2013,64(4):227-235
This essay develops the thesis that to study public address in an age of information is to take into account (1) the mass and diversity of public communication events and (2) the dominant intellectual version of information in speech‐communication 相似文献
938.
Janet Brown 《Communication Studies》2013,64(2):138-144
This essay employ's Burke's pentad and pattern of symbolic action and a definition of feminism proposed by Aileen S. Kraditor to posit a definition of feminist drama. An analysis of the Mod Donna by Myrna Lamb illustrates the critical use of this definition. 相似文献
939.
Rhetorical and communication scholars have long asserted the significance of analogy in persuasion. A variety of persuasive roles have been stipulated for analogies. These accounts are inconsistent, so individual explanations are either inaccurate or incomplete. This essay aims to refine understandings of analogy by reviewing, critiquing, and synthesizing several classical and contemporary rhetorical analyses, a cognitive model of analogy processing, and dual‐process theories of persuasion. The synthesis, which is presented in an integrated set of propositions, offers a systematic view of the potential suasory roles of explanatory and expressive analogies. Suggestions for testing the propositions are discussed as well. 相似文献
940.
James Benedict Brown Francesco Camilli 《The International Journal of Art & Design Education》2023,42(2):230-245
This article explores an intellectual disconnection in architectural education about the conception of wood as a building material. It explores initiatives to develop in future architects a deeper consciousness of the complex ecology of timber, promoting its sustainable use in the building industry. It explores six case studies drawn from architectural education to explore the ways in which the properties that make timber sustainable are explored through research and design, and how this deep understanding is transferred to students through hands-on applications. 相似文献