全文获取类型
收费全文 | 1692篇 |
免费 | 24篇 |
专业分类
教育 | 1377篇 |
科学研究 | 46篇 |
各国文化 | 29篇 |
体育 | 77篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 180篇 |
出版年
2022年 | 13篇 |
2021年 | 16篇 |
2020年 | 36篇 |
2019年 | 73篇 |
2018年 | 91篇 |
2017年 | 83篇 |
2016年 | 71篇 |
2015年 | 43篇 |
2014年 | 67篇 |
2013年 | 377篇 |
2012年 | 43篇 |
2011年 | 64篇 |
2010年 | 46篇 |
2009年 | 53篇 |
2008年 | 50篇 |
2007年 | 48篇 |
2006年 | 41篇 |
2005年 | 37篇 |
2004年 | 30篇 |
2003年 | 34篇 |
2002年 | 33篇 |
2001年 | 21篇 |
2000年 | 24篇 |
1999年 | 19篇 |
1998年 | 13篇 |
1997年 | 18篇 |
1996年 | 7篇 |
1995年 | 19篇 |
1994年 | 22篇 |
1993年 | 9篇 |
1992年 | 9篇 |
1991年 | 10篇 |
1990年 | 20篇 |
1989年 | 18篇 |
1988年 | 18篇 |
1987年 | 16篇 |
1986年 | 12篇 |
1985年 | 8篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1982年 | 7篇 |
1981年 | 9篇 |
1980年 | 8篇 |
1979年 | 4篇 |
1978年 | 9篇 |
1976年 | 4篇 |
1974年 | 4篇 |
1971年 | 5篇 |
1968年 | 7篇 |
1967年 | 6篇 |
排序方式: 共有1716条查询结果,搜索用时 0 毫秒
81.
Increases in participation by Aboriginal and Torres Strait Islander students in higher education across Australia continue to be promising. However, it is also known that Indigenous students' attrition, retention and completion rates remain areas of concern. In this paper, we report our findings from an analysis of Indigenous student responses to the 2009 Australasian Survey of Student Engagement. Overall, Indigenous Australian students express positive responses in relation to engagement, but are more likely than non-Indigenous students to be planning to depart. We explore this somewhat unexpected anomaly, whilst also suggesting that much more needs to be known about our Indigenous students, including, for example, whom they may interact with at university; where they turn for support; and why they may decide to leave. Our findings strongly indicate that better national and institutional data are needed to address the current gaps in knowledge relating to Indigenous student populations in Australia and around the world. 相似文献
82.
83.
Christine DeMars 《教育实用测度》2015,28(1):1-13
In generalizability theory studies in large-scale testing contexts, sometimes a facet is very sparsely crossed with the object of measurement. For example, when assessments are scored by human raters, it may not be practical to have every rater score all students. Sometimes the scoring is systematically designed such that the raters are consistently grouped throughout the scoring, so that the data can be analyzed as raters nested within teams. Other times, rater pairs are randomly assigned for each student, such that each rater is paired with many other raters at different times. One possibility for this scenario is to treat the data as if raters were nested within students. Because the raters are not truly independent across all students, the resulting variance components could be somewhat biased. This study illustrates how the bias will tend to be small in large-scale studies. 相似文献
84.
85.
Jolie Christine Matthews 《学习科学杂志》2016,25(1):4-50
This article examines an informal online community dedicated to The Tudors, a historical television show, and the ways in which its members engaged with a variety of sources in their discussions of the drama’s real-life past. Data were collected over a 5-month period. The analysis included the types of sources used in conversation; members’ purpose for invoking and reaction to sources; as well as topic, participation, and response patterns in the discussion forum. The community is a space in which popular culture and the discipline of history meet. Members come together because of a fictional depiction of the past, yet a desire to corroborate, clarify, contextualize, or uncover what really happened leads users to participate in detective-like inquiry work and the learning of new topics they had not previously considered. Members also challenge and critique one another’s positions and the sources other members invoke in multiple ways, including by using more formal disciplinary heuristics in this informal setting. Key differences emerge in members’ purpose for invoking sources, with popular media used more frequently for illustrating a point or asking a question and nonfiction works most invoked to support and argue historical claims. 相似文献
86.
87.
Jane Fedorowicz Janis L. Gogan Christine B. Williams 《Government Information Quarterly》2007,24(4):785
It is increasingly important for government agencies to collaborate across jurisdictional and functional boundaries. Interorganizational systems supporting interagency collaboration must accommodate a wide range of factors from the external environment and participating organizations as part of their design and operation. This paper presents the findings from a case study of CapWIN, a collaborative network created to enable first responders to share information across jurisdictional and functional boundaries as they work together during emergencies and other critical events. The study examines how aspects of the external environment and the agency context impeded or facilitated the CapWIN collaborative network and the interorganizational system (IOS) that supports it. We identify factors affecting information sharing and collaborative processes, and describe how these factors interact to enable and constrain an IOS. The paper concludes with suggestions for further research on the interplay of environmental, organizational, and technical aspects of interagency collaboration networks as they evolve over time. 相似文献
88.
89.
90.
Carol McDonald Connor Beth M. Phillips Young–Suk Grace Kim Christopher J. Lonigan Michael P. Kaschak Elizabeth Crowe 《Scientific Studies of Reading》2018,22(6):462-484
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children’s reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from ?.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students’ reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed. 相似文献