全文获取类型
收费全文 | 632篇 |
免费 | 11篇 |
国内免费 | 1篇 |
专业分类
教育 | 512篇 |
科学研究 | 30篇 |
各国文化 | 8篇 |
体育 | 36篇 |
文化理论 | 10篇 |
信息传播 | 48篇 |
出版年
2022年 | 5篇 |
2021年 | 6篇 |
2020年 | 9篇 |
2019年 | 15篇 |
2018年 | 15篇 |
2017年 | 15篇 |
2016年 | 21篇 |
2015年 | 11篇 |
2014年 | 14篇 |
2013年 | 142篇 |
2012年 | 11篇 |
2011年 | 9篇 |
2010年 | 13篇 |
2009年 | 19篇 |
2008年 | 11篇 |
2007年 | 20篇 |
2006年 | 19篇 |
2005年 | 13篇 |
2004年 | 18篇 |
2003年 | 11篇 |
2002年 | 11篇 |
2001年 | 5篇 |
2000年 | 8篇 |
1999年 | 15篇 |
1998年 | 9篇 |
1997年 | 15篇 |
1996年 | 11篇 |
1995年 | 7篇 |
1994年 | 7篇 |
1993年 | 10篇 |
1992年 | 10篇 |
1991年 | 10篇 |
1989年 | 5篇 |
1988年 | 10篇 |
1987年 | 7篇 |
1986年 | 13篇 |
1985年 | 7篇 |
1984年 | 4篇 |
1983年 | 6篇 |
1982年 | 6篇 |
1981年 | 10篇 |
1980年 | 5篇 |
1979年 | 7篇 |
1978年 | 6篇 |
1977年 | 3篇 |
1976年 | 9篇 |
1975年 | 5篇 |
1974年 | 5篇 |
1973年 | 5篇 |
1972年 | 4篇 |
排序方式: 共有644条查询结果,搜索用时 15 毫秒
11.
12.
Bin Ling Colin Allison J Ross Nicholl Luke Moodley Dave Roberts 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):289-294
The Disabilities Information Flow (DIF) project at the University of St Andrews has sought to provide a means of efficiently managing all student disabilities information within the institution and provide appropriate role‐based service interfaces for all staff who need to routinely interact with this information. This paper describes the software engineering processes used for the context analysis, design and implementation of the DIF. 相似文献
13.
14.
Katriona O'Sullivan Niamh Bird James Robson Niall Winters 《British Educational Research Journal》2019,45(3):554-575
This article presents a cross-national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year-long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well-established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed-method approach. Questionnaires and in-depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non-traditional students. 相似文献
15.
Joseph Trovato John Harris Colin W. Pryor S. Cynthia Wilkinson 《Psychology in the schools》1992,29(1):52-61
An operant-based program was established to study the effectiveness of regular classroom teachers as mediators for behavior change in regular classroom settings. Fifty-nine first and second graders were matched on several measures and randomly assigned to an experimental condition or a control condition. Experimental children were addressed through teacher-generatedlconsultant-supported behavior intervention strategies. Changes in behavior were examined by assessing differences from initial baseline and from first to second administration of the Child Behavior Checklist. In- class behavior change was significantly greater for the experimental condition than for the control condition, although behavior change from first to second administration of the Child Behavior Checklist was significant for all groups. A moderate to high rate of compliance to the intervention program was maintained by teachers, and moderate to high ratings of satisfaction were obtained for the program from all participants. The effectiveness, feasibility, and applicability of the program are discussed. 相似文献
16.
17.
18.
19.
Abstract This short article is a resumé of a paper which will be presented at the ICEM Conference, ‘Media Efficiency 90’ in Vienna in October 1990. 相似文献
20.