全文获取类型
收费全文 | 1206篇 |
免费 | 25篇 |
国内免费 | 2篇 |
专业分类
教育 | 878篇 |
科学研究 | 40篇 |
各国文化 | 12篇 |
体育 | 163篇 |
文化理论 | 9篇 |
信息传播 | 131篇 |
出版年
2023年 | 5篇 |
2022年 | 11篇 |
2021年 | 15篇 |
2020年 | 24篇 |
2019年 | 52篇 |
2018年 | 66篇 |
2017年 | 56篇 |
2016年 | 49篇 |
2015年 | 44篇 |
2014年 | 40篇 |
2013年 | 298篇 |
2012年 | 36篇 |
2011年 | 39篇 |
2010年 | 27篇 |
2009年 | 40篇 |
2008年 | 40篇 |
2007年 | 37篇 |
2006年 | 22篇 |
2005年 | 32篇 |
2004年 | 35篇 |
2003年 | 19篇 |
2002年 | 21篇 |
2001年 | 14篇 |
2000年 | 19篇 |
1999年 | 11篇 |
1998年 | 14篇 |
1997年 | 18篇 |
1996年 | 18篇 |
1995年 | 12篇 |
1994年 | 14篇 |
1993年 | 13篇 |
1992年 | 9篇 |
1991年 | 8篇 |
1990年 | 9篇 |
1989年 | 6篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 6篇 |
1982年 | 6篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 8篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1968年 | 1篇 |
排序方式: 共有1233条查询结果,搜索用时 15 毫秒
91.
Jose M. Castillo Jennifer R. Wolgemuth Chris Barclay Amira Mattison Sim Yin Tan Sujay Sabnis Amber Brundage Leslie Marshall 《Psychology in the schools》2016,53(6):641-658
Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed. 相似文献
92.
93.
94.
95.
Grace刚对摇滚乐产生兴趣的时候,酷玩乐团横空出世,所以他们一直在Grace的心目中占据着特殊的位置。不知不觉,明年酷玩即将迎来第一个十年。虽然现在不再像以前那般狂热,但每次他们出专辑还是会很关注——谁能忽视酷玩的影响力呢?所以听说他们将在12月出EP、明年出新专辑的时候,Grace还是兴奋了好一阵子。出碟速度之快,和之前酝酿了三年之久的《生命万岁》差太远了。不过,不管内容如何,作为粉丝的你,一定不会错过吧。 相似文献
96.
Higher Education - In this paper, we investigate leadership related to the instruction of lower division undergraduate courses at five university mathematics departments with strong calculus... 相似文献
97.
Instructional Science - Higher-order thinking is crucial to inquiry learning. It is important to investigate how students think in inquiry contexts. Given the tacit nature of higher-order thinking,... 相似文献
98.
99.
100.
Thomas Demeester Robin Aly Djoerd Hiemstra Dong Nguyen Chris Develder 《Information Retrieval》2016,19(3):284-312
Evaluation of search engines relies on assessments of search results for selected test queries, from which we would ideally like to draw conclusions in terms of relevance of the results for general (e.g., future, unknown) users. In practice however, most evaluation scenarios only allow us to conclusively determine the relevance towards the particular assessor that provided the judgments. A factor that cannot be ignored when extending conclusions made from assessors towards users, is the possible disagreement on relevance, assuming that a single gold truth label does not exist. This paper presents and analyzes the predicted relevance model (PRM), which allows predicting a particular result’s relevance for a random user, based on an observed assessment and knowledge on the average disagreement between assessors. With the PRM, existing evaluation metrics designed to measure binary assessor relevance, can be transformed into more robust and effectively graded measures that evaluate relevance towards a random user. It also leads to a principled way of quantifying multiple graded or categorical relevance levels for use as gains in established graded relevance measures, such as normalized discounted cumulative gain, which nowadays often use heuristic and data-independent gain values. Given a set of test topics with graded relevance judgments, the PRM allows evaluating systems on different scenarios, such as their capability of retrieving top results, or how well they are able to filter out non-relevant ones. Its use in actual evaluation scenarios is illustrated on several information retrieval test collections. 相似文献