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861.
862.
John Addison Steven William Glover Christine Thornton 《Health information and libraries journal》2010,27(3):191-197
Background: Most NHS library services routinely offer both mediated searches and information skills training sessions to their users. We analyse the impact of these two services on the amount of literature searching demonstrated by users of hospital‐ based library services in the north‐west of England. Methods: Data for (1) mediated literature searches, (2) number of library users attending information skills training sessions, (3) amount of library staff time devoted to information skills training, and (4) number of Athens‐authenticated log‐ins to databases were obtained from statistical returns for 2007, and analysed for significant correlations. Results: There was evidence of quite strong correlations between the two measures of training activity and the number of mediated literature searches performed by library staff. There was weaker evidence of correlation between training activity and total literature searching activity. Discussion: Attending training sessions may make some library users aware of the difficulty of complex literature searches and actually reduce their confidence to perform their own complex searches independently. The relationships between information skills training, mediated literature searches, and independent literature searching activity remain complex. 相似文献
863.
John Jerrim John Micklewright Jorg-Henrik Heine Christine Salzer Caroline McKeown 《牛津教育评论》2018,44(4):476-493
The Programme for International Student Assessment (PISA) is an important cross-national study of 15-year-olds’ academic knowledge and skills. Educationalists and public policymakers eagerly await the tri-annual results, with particular interest in whether their country has moved up or slid down the international rankings, as compared to earlier rounds. In 2015 a major change was implemented in PISA, with the introduction of computer-based assessment. This has the potential to reduce comparability of PISA test scores across countries and over time. We investigate this issue using PISA 2015 field trial data for three countries: Germany, Sweden, and Ireland. We show how, if left unaccounted for, the change to computer-based testing could limit the comparability of PISA test scores. We then describe the methodology the study organisers have used to account for such mode effects. Our key conclusion is that although the adjustment made is unlikely to overcome all the potential challenges of switching to computer-based tests, it represents an improvement over the alternative of making no adjustment at all. 相似文献
864.
Jane Fedorowicz Ulric J. Gelinas Jr. Janis L. Gogan Christine B. Williams 《Government Information Quarterly》2009
Large-scale information technology implementations are risky projects, and the challenges and risks multiply when multiple organizations are involved, as is often the case in e-government initiatives. Some of the risk can be addressed by carefully aligning the partners' motivations, which are affected by each organization's internal and external operational and information technology strategies. In this paper, we propose a strategic alignment framework and use it to examine the motivations of a set of collaborating government agencies and businesses in the pilot implementation of the Internet Payment Platform, an interorganizational, third-party hosted, e-procurement system. As we predict, the partners in this study had varied technical, political, economic, and operational motivations for participating in the project. Even so, the participating agencies reported positive outcomes from the project, and look forward to further collaboration on the next iteration of this e-procurement system. 相似文献
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Tertiary Education and Management - This paper focuses on the way lecturers observe, feel restrained by and cope with quality management systems that have been implemented in the higher education... 相似文献
868.
The revised inspection system in England requires schools to maintain a web-based self-evaluation, which is then used as the basis for high-stakes external inspection. This paper develops a Foucauldian analysis of interview data from a single case study site to illustrate the ways that new regimes of truth are created within schools and to consider the impact of disciplinary systems on teachers' professional identities. 相似文献
869.
Suzanne E. Welcome Christine Chiarello Laura K. Halderman Christiana M. Leonard 《Reading and writing》2009,22(3):353-371
Despite an extensive literature linking individual differences in phonological processing to reading ability, some adults
show normal text comprehension abilities despite poor pseudoword reading (Jackson & Doellinger (2002). Journal of Educational Psychology, 94, 64–78). This study was undertaken to investigate differences between these individuals, termed resilient readers, and proficient
readers in performance and degree of lateralization on a variety of single word processing tasks. Participants completed seven
divided visual field tasks investigating various aspects of reading. Resilient readers performed less accurately on basic
word recognition tasks, but not on the tasks involving semantic access. Resilient readers did not differ from proficient readers
on reaction time or lateralization on any of the experimental tasks. These findings are consistent with the hypothesis that
skilled phonological decoding is not necessary for reading for meaning in a college population. It is proposed that higher-level
semantic information and general world knowledge may allow some readers to compensate for deficiencies in lower-level word
recognition processes.
相似文献
Suzanne E. WelcomeEmail: |
870.
Places like zoos, where free-choice learning is encouraged, are important for conveying climate change and sustainability issues to the public. Free-choice learning that targets environmentally focused sustainable behavior changes must be meaningful in order to encourage actual behavior change post-visit. However, visitors often fail to translate their learning into behavior change after a visit. This research explores the role of post-visit action resources (PVARs) in facilitating long-term learning for individual environmental sustainability after a visit to the Leatherdale International Polar Bear Conservation Centre in Winnipeg’s Assiniboine Park Zoo in Manitoba, Canada. An embedded mixed-methods research design used personal meaning maps and follow-up interviews to measure free-choice learning; data were analyzed both quantitatively and qualitatively. Findings revealed that the PVARs positively affected free-choice learning after an on-site visit to the zoo. Recommendations and implications are discussed in relation to practical applications and implications for future research in environmental education. 相似文献