全文获取类型
收费全文 | 724篇 |
免费 | 22篇 |
国内免费 | 1篇 |
专业分类
教育 | 470篇 |
科学研究 | 76篇 |
各国文化 | 9篇 |
体育 | 117篇 |
综合类 | 1篇 |
文化理论 | 11篇 |
信息传播 | 63篇 |
出版年
2023年 | 3篇 |
2022年 | 14篇 |
2021年 | 20篇 |
2020年 | 28篇 |
2019年 | 44篇 |
2018年 | 62篇 |
2017年 | 62篇 |
2016年 | 52篇 |
2015年 | 28篇 |
2014年 | 27篇 |
2013年 | 135篇 |
2012年 | 34篇 |
2011年 | 25篇 |
2010年 | 23篇 |
2009年 | 15篇 |
2008年 | 32篇 |
2007年 | 18篇 |
2006年 | 11篇 |
2005年 | 16篇 |
2004年 | 13篇 |
2003年 | 7篇 |
2002年 | 8篇 |
2001年 | 3篇 |
2000年 | 8篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1970年 | 1篇 |
1938年 | 2篇 |
1903年 | 1篇 |
排序方式: 共有747条查询结果,搜索用时 0 毫秒
101.
Content analysis in empirical social research 总被引:2,自引:0,他引:2
An overview of the development of empirical content analysis is presented. Its development relevant to educational research from classical to computer-aided content analysis is traced. The history of hermeneutic text interpretation is included as well as the early developments in the analysis of manifest content of communication. The controversy between quantitative and qualitative schools of research is discussed. A theoretically grounded, practicable model of content analysis is introduced, which fulfills the criteria of empirical social research. 相似文献
102.
Christian M. Connell Jeffrey J. Vanderploeg Karol H. Katz Colleen Caron Leon Saunders Jacob Kraemer Tebes 《Child abuse & neglect》2009,33(4):218-228
ObjectivesThis study examined risk of maltreatment among children exiting foster care using a statewide sample of children reunified between 2001 and 2004 in Rhode Island. The objectives were: (1) to compare rates of maltreatment following parental reunification for youth in care as a result of maltreatment with those in care for other reasons; and (2) to assess the effects of child, family, and case characteristics on rates of re-maltreatment among children placed in foster care due to maltreatment.MethodA longitudinal dataset of all reunified cases was matched with state records of substantiated Child Protective Service (CPS) investigations. Two Cox proportional hazards models were tested. The first model compared rates of subsequent maltreatment for two groups: children in foster care as a result of maltreatment, and those in care for other reasons. The second model investigated the effects of child, family, and case characteristics on re-maltreatment rates for those in care as a result of maltreatment.ResultsChildren in foster care due to maltreatment were significantly more likely to be maltreated following reunification. Among children in foster care due to maltreatment, factors that raised risk for re-maltreatment included a previous foster care placement, exiting care from a non-relative foster home, and removal due to neglect. Older adolescents had lower rates of re-maltreatment than infants. Child neglect was the primary type of recurrent maltreatment that occurred following reunification.ConclusionsSupports are needed for families about to be reunified, particularly when the removal was prompted by incidents of abuse or neglect. Incidents of neglect are particularly likely and appropriate services should specifically target factors contributing to neglect. Cases involving youth with a history of repeated foster care placement or in which non-relative placements are utilized may need additional supports.Practice implicationsThis study suggests that services should be developed to minimize the risk for recurrent maltreatment following reunification. Services would be most useful for high-risk cases prior to reunification and during the first year following reunification. Understanding the risks associated with maltreatment will help guide development of appropriate interventions. 相似文献
103.
Christian Butschek 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(5):140-150
Die fachhochschulische Praxis steht erfahrungsgemäß vor dem Problem, dass sie bei der Wahrnehmung ihrer Aufgaben auf nur ganz wenige gesetzliche Vorschriften zurückgreifen kann; selbst diese sind teilweise unklar formuliert. Zwar ist bestimmten Organen die Entscheidung über subjektiv-öffentliche Rechte zugewiesen; deren Inhalt ist jedoch unbestimmt geblieben. Angesichts dieses Zustands der Rechtsunsicherheit erscheint es angezeigt, Teile des FHStG auf ihre Verfassungskonformität, insb auf ihre Übereinstimmung mit dem Legalitätsprinzip, zu überprüfen, und zwar vor allem nach der für die Praxis ausschlaggebenden Judikatur des VfGH. Nach derselben wird auch geprüft, ob das FHStG – wie in der Literatur vertreten – ein "Planungsgesetz" ist. Weiters werden Vorschläge für eine Präzisierung des FHStG im Zuge einer früher oder später anstehenden Novellierung gemacht. 相似文献
104.
Christian Ruhs 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(4):99-112
Der nachfolgende Beitrag analysiert das Urteil über die belgische Quotenregelung, das der Gerichtshof der Europäischen Union in der Rechtssache Bressol gefällt hat. Die Quotenregelung kann, dem Urteil zufolge, zum Schutz der öffentlichen Gesundheit gerechtfertigt werden. Die Kriterien der Erforderlichkeit, Eignung und Verhältnismäßigkeit sind auf der Grundlage der Vorgaben des Gerichtshofs, durch das Vorlagegericht zu beurteilen. Der nachfolgende Beitrag kommt zu dem Ergebnis, dass sich diese Vorgaben aus einer Mischung aus sehr strengen und diese wieder aufweichenden Maßstäben zusammensetzen, die, bei strikter Betrachtung, schwer zu erfüllen sind, offenbar aber den nationalen Gerichten einen Entscheidungsspielraum einräumen sollen, der zu einer für die betroffenen Mitgliedstaaten politisch akzeptablen Lösung führt. Das "Recht auf Bildung" nach Art 14 des Internationalen Paktes über die wirtschaftlichen, sozialen und kulturellen Rechte, wurde vom Gerichtshof nicht ausreichend differenziert behandelt und im Ergebnis fehlerhaft beurteilt. 相似文献
105.
Within the framework of cognitive learning theories, instructional design manipulations have primarily been investigated under
tightly controlled laboratory conditions. We carried out two experiments, where the first experiment was conducted in a restricted
system-paced setting and is therefore in line with the majority of empirical studies in the learning sciences. However, the
second experiment was done in an ecologically more valid classroom setting, with students working at their own pace with the
instructional material embedded in a professional hypermedia learning environment. Both dealt with the same topic in the domain
of biological education, namely the structure and functioning of the enzyme ATP-Synthase. In both experiments, the educational
value of three- versus two-dimensional animations as well as of visual cues was investigated in a 2 × 2 factorial design.
Students’ understanding was facilitated by the presence of a 3D-representation format under tightly controlled conditions
only. Regarding the ecologically more valid classroom setting, the 2D format tended to foster understanding more efficiently
than the 3D format. The implementation of visual cues enhanced the amount students remembered in both experiments. Our results
indicate that the results of tightly controlled laboratory conditions may not be easily generalized to naturalistic classroom
settings. 相似文献
106.
In Austria, activities for teaching about and remembering the Holocaust have concentrated mainly on National Socialism and
its atrocities. Austria’s history of political anti-Semitism goes back to the 19th century, however, and has been widely and
publicly acknowledged. It has always been linked to nationalistic tendencies that are still present today and rarely reflected
upon, including the anti-Slavic and anti-Turkish attitudes that right-wing parties use to gain supporters. Vienna’s special
place of remembrance, the Heldenplatz, with its monuments and history, is a useful place to begin examining Austrian identities
and the course of collective Austrian ways of thinking. Based on that examination, we then consider Austria’s daily politics
and treatment of the past. We next turn to Holocaust education after the war, which has had an impressive impact after a late
start, and mention some of its drawbacks and problems. We next discuss the lack of serious research about memorials in Austria,
as compared with Germany, and present initial results from a project that started in spring 2009 to examine knowledge gains
and attitude changes among students after they visit the Mauthausen concentration camp. 相似文献
107.
Joachim Grabowski Christian Weinzierl Markus Schmitt 《Journal of Research in Reading》2010,33(1):39-53
Particularly in primary school, good performance on copy tasks is an important working technique. With respect to writing skills, copying is a very basic process on which more complex writing abilities are based. We studied the copying ability of second and fourth graders across four types of symbols which vary with respect to their semantic and phonological characteristics: arbitrary graphical objects, unpronounceable consonant strings, numerals and meaningful text. Results show, in terms of average copying speed, significant effects of both factors: fourth graders performed generally faster than second graders, and for both class levels, the number of copied characters per time decreased from meaningful text to graphical objects, all pair-wise contrasts between symbol types being statistically significant. Moreover, a significant interaction shows that fourth graders improved more when copying symbols that form pronounceable chunks, namely meaningful text and numerical strings. This indicates an increasing role of phonological (and probably also semantic) processes involved in copying across primary school. 相似文献
108.
109.
Yan Zou Christian Dieter Schunn Fuhui Zhang 《Assessment & Evaluation in Higher Education》2018,43(5):800-811
Peer assessment has been widely applied to actively engage students in learning to write. However, sometimes students resist peer assessment. This study explores reviewers’ attitudes and other underlying factors that influence students’ participation in online peer assessment. Participants were 234 Chinese undergraduates from two different academic backgrounds: engineering majors (n = 168) and English majors (n = 66). Gender, academic background and prior experience with peer assessment were all related to participation levels. Moreover, factor analyses revealed three attitudinal factors: (1) positive attitude (a general endorsement of the benefits of peer assessment), (2) interpersonal negative (concerns about the negative effects on interpersonal relationships), and (3) procedural negative (doubts about the procedural rationality of peer assessment). Among the attitudinal factors, procedural negative was negatively associated with participation, as expected. Interestingly, interpersonal negative was associated with greater participation, and positive attitude was associated with lower participation, in part because students worked hard on each review rather than doing many reviews superficially. Implications for instruction are discussed. 相似文献
110.
While the importance of a supportive context for entrepreneurship is widely acknowledged, its antecedents are rarely investigated. We apply the concept of organizational climate to higher education institutions and examine the drivers of students’ perceptions of the entrepreneurial climate in their university. Combining data from two unique datasets and using multilevel techniques, we analyze the relationship between university characteristics and such climate perceptions of 8009 students at public universities in Germany. We find university entrepreneurship measures to have a positive effect on students’ climate perceptions, which also depend on students’ background and gender. In addition, we find evidence for different peer effects, depending on students’ affinity for entrepreneurship. For the general student population, including entrepreneurship content in their normal studies seems to be required to initiate a social process of sensemaking. However, students’ perception of the entrepreneurial climate only depend to a certain degree on intentional entrepreneurship measures. In our study, general university characteristics have the strongest influence on climate perceptions. Overall, our study adds to our understanding of which parameters are important for establishing a more favorable and inspiring climate for becoming an entrepreneur at higher education institutions. 相似文献