全文获取类型
收费全文 | 8433篇 |
免费 | 143篇 |
国内免费 | 7篇 |
专业分类
教育 | 6186篇 |
科学研究 | 505篇 |
各国文化 | 163篇 |
体育 | 696篇 |
综合类 | 3篇 |
文化理论 | 130篇 |
信息传播 | 900篇 |
出版年
2022年 | 50篇 |
2021年 | 77篇 |
2020年 | 151篇 |
2019年 | 212篇 |
2018年 | 289篇 |
2017年 | 310篇 |
2016年 | 295篇 |
2015年 | 221篇 |
2014年 | 240篇 |
2013年 | 1847篇 |
2012年 | 228篇 |
2011年 | 230篇 |
2010年 | 208篇 |
2009年 | 183篇 |
2008年 | 280篇 |
2007年 | 209篇 |
2006年 | 208篇 |
2005年 | 192篇 |
2004年 | 150篇 |
2003年 | 183篇 |
2002年 | 163篇 |
2001年 | 133篇 |
2000年 | 117篇 |
1999年 | 114篇 |
1998年 | 106篇 |
1997年 | 109篇 |
1996年 | 116篇 |
1995年 | 122篇 |
1994年 | 116篇 |
1993年 | 94篇 |
1992年 | 111篇 |
1991年 | 105篇 |
1990年 | 101篇 |
1989年 | 91篇 |
1988年 | 84篇 |
1987年 | 71篇 |
1986年 | 66篇 |
1985年 | 72篇 |
1984年 | 60篇 |
1983年 | 76篇 |
1982年 | 73篇 |
1981年 | 81篇 |
1980年 | 83篇 |
1979年 | 76篇 |
1978年 | 55篇 |
1977年 | 45篇 |
1976年 | 52篇 |
1975年 | 43篇 |
1974年 | 40篇 |
1971年 | 29篇 |
排序方式: 共有8583条查询结果,搜索用时 15 毫秒
221.
David L. DeVries 《Research in higher education》1975,3(2):111-129
This study examines sources of influence over 290 faculty members of a large public university. The role expectations a faculty member has for himself and the role expectations of the employing organization both predict positively and significantly the role behaviors of the respondents. The departmental colleagues' expectations predict significantly role behaviors for the research role only. In addition, the degree of person—role conflict a faculty member is exposed to is related to his productivity (research) but not to his satisfaction. The implications of the results are explored for both role theory and for the understanding of faculty behavior. 相似文献
222.
223.
Special services usage and related assessment procedures were investigated for 50 students with epilepsy. Fifty‐six percent of students with epilepsy received special education services, with mental retardation designation and self‐contained placement common, especially among individuals with epilepsy plus a coexisting neurological diagnosis. Sixteen percent of participants had an “other health impairment” designation, and several of these were deemed eligible in at least one other special education category. The majority of students who had been evaluated were administered IQ, adaptive behavior, speech/language, and sensorimotor components, whereas few were assessed for executive or memory functions. Little information about antiepileptic drugs, their effects, or the actual manifestation of students' seizures appeared in special services school documents. Additional empirical information regarding services for children with chronic health conditions, such as epilepsy, is necessary to improve school psychologists' practice. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 169–181, 2006. 相似文献
224.
David Jobbins 《Higher Education in Europe》2005,30(2):137-145
The Times Higher Education Supplement was the first newspaper to publish an international ranking of universities in November 2004. This article describes the evolution of the international rankings from their origin in a limited peer review exercise through the gradual refinement of a national ranking based on, as far as possible, publicly available, verifiable, and accepted data. The author describes the methodology of the international ranking and presents the case for the integrity of commercially produced rankings, national and international, which can be as objective, robust, and transparent as initiatives from within the university community itself. 相似文献
225.
Multidimensional sealing and related analytic procedures were used to estimate the accuracy of a set of goals used to pattern the design of a graduate curriculum. The analysis suggests that this goal set faithfully represents the essential elements within the area of professional practice to be taught. The procedures described have utility for a wide range of goal-focused analyses. 相似文献
226.
Allan Findlay Helen Packwood David McCollum Glenna Nightingale Scott Tindal 《Globalisation, Societies & Education》2018,16(2):162-175
ABSTRACTAre intra-national student flows driven by the same forces as international student mobility? This paper addresses this question by analysing cross-border student mobility in the UK. The paper identifies four principles that one might expect to drive the destination choices of students from Scotland enrolling in English universities. Following a statistical analysis of student destination choices, it is argued that cross-border moves from Scotland to England are stimulated by some of the same global forces as international student mobility (such as a desire to accumulate cultural capital), but in terms of destination choice the imaginaries held by Scottish students of ‘good’ places to study in England to accumulate cultural capital are constructed differently from the imaginaries of international students. 相似文献
227.
Helen St Clair-Thompson Rebecca Giles Sarah P. McGeown David Putwain Peter Clough John Perry 《教育心理学》2017,37(7):792-809
Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively with challenges, stressors and pressure. Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12–13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children’s concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training. 相似文献
228.
Jane Kohlhoff David J. Hawes Melanie Mence Alex M. T. Russell Lucinda Wedgwood Susan Morgan 《Parenting, science and practice》2016,16(4):302-319
Objective. This study examined the cognitive-affective strategies used by parents of young children with conduct problems to regulate emotions. Key questions concerned the extent to which these emotion regulation strategies are associated with positive and negative parenting practices and predict quality of parenting through interplay with parental depression. Design. Participants were families of toddlers (n = 84) referred to a tertiary-level health service for the treatment of disruptive behavior problems. Parenting practices were indexed through observational coding of parent–child interactions and self-report data on multiple dimensions of positive and negative parenting. Parents self-reported their use of cognitive reappraisal and expressive suppression—the two emotion regulation strategies that are most robustly associated with psychosocial functioning in adults. Results. Associations between emotion regulation strategy and quality of parenting were moderated by parental depressive symptom severity, with distinct effects seen for positive and negative parenting practices. In terms of positive parenting, more frequent use of cognitive reappraisal was associated with increased use of labeled praise among parents with lower levels of depressive symptoms, whereas parents who had higher levels of depressive symptoms engaged in less such praise regardless of how frequently they used reappraisal. In terms of negative parenting, frequent use of cognitive reappraisal and expression suppression were associated with reduced levels of negative parenting, but only among parents with high levels of depression. Conclusions. These findings add to growing support for the integration of emotion regulation strategies into family process models of early-onset conduct problems and related clinical interventions. 相似文献
229.
Village Elders’ and Secondary School Students’ Explanations of Natural Phenomena in Papua New Guinea
Soikava?Pauka David?F.?TreagustEmail author Bruce?Waldrip 《International Journal of Science and Mathematics Education》2005,3(2):213-238
This research investigated the sources of explanations and understanding of natural phenomena in terms of the students’ cultural and school science experiences. The first phase involved interviews with eight village elders that probed their explanations and understanding of natural phenomena. The second phase involved the design, development and administration of two questionnaires on natural phenomena to 179 students in a rural boarding high school in Papua New Guinea (PNG). Most village elders gave explanations of many of the phenomena in terms of spirits, spells, magic, religion, and personal experiences. Most school-aged students choose scientific explanations of natural phenomena in terms of what they had learned in school or from personal experiences. However, many choose explanations of the same phenomena about spirits, spells and magic that came from the village, family or home. The study revealed that students’ ideas about natural phenomena are strongly governed and controlled by their school science knowledge in the school setting. It is likely that their own traditional knowledge cannot be identified in a school setting but that questionnaires in the students’ local language be given to students in their villages (as opposed to school). In addition, so as not to diminish the value of this traditional knowledge, science education programs are needed that are able to consider and harmonise traditional knowledge with school science. 相似文献
230.