全文获取类型
收费全文 | 1168篇 |
免费 | 12篇 |
国内免费 | 1篇 |
专业分类
教育 | 879篇 |
科学研究 | 39篇 |
各国文化 | 20篇 |
体育 | 112篇 |
文化理论 | 7篇 |
信息传播 | 124篇 |
出版年
2021年 | 9篇 |
2020年 | 8篇 |
2019年 | 23篇 |
2018年 | 34篇 |
2017年 | 43篇 |
2016年 | 47篇 |
2015年 | 20篇 |
2014年 | 33篇 |
2013年 | 290篇 |
2012年 | 23篇 |
2011年 | 19篇 |
2010年 | 24篇 |
2009年 | 29篇 |
2008年 | 25篇 |
2007年 | 24篇 |
2006年 | 32篇 |
2005年 | 33篇 |
2004年 | 23篇 |
2003年 | 31篇 |
2002年 | 24篇 |
2001年 | 21篇 |
2000年 | 31篇 |
1999年 | 13篇 |
1998年 | 17篇 |
1997年 | 15篇 |
1996年 | 15篇 |
1995年 | 20篇 |
1994年 | 13篇 |
1993年 | 19篇 |
1992年 | 9篇 |
1991年 | 18篇 |
1990年 | 6篇 |
1989年 | 12篇 |
1988年 | 13篇 |
1987年 | 7篇 |
1986年 | 10篇 |
1985年 | 14篇 |
1983年 | 4篇 |
1982年 | 10篇 |
1981年 | 9篇 |
1980年 | 9篇 |
1979年 | 5篇 |
1978年 | 11篇 |
1977年 | 9篇 |
1976年 | 6篇 |
1975年 | 9篇 |
1972年 | 6篇 |
1971年 | 8篇 |
1970年 | 5篇 |
1969年 | 7篇 |
排序方式: 共有1181条查询结果,搜索用时 15 毫秒
131.
Richard Watermeyer Pat Morton Jill Collins 《International Journal of Science Education》2016,38(9):1441-1458
This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n?=?94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their ‘relational proximity’ to students and ‘informational distance’ from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures. 相似文献
132.
133.
Rinat Michael TaeSun Kim Ashley Hutchison Rachel Gali Cinamon Lawrence H. Gerstein Juno Park Yuri Choi Yamini Bellare Rachael Collins 《International Journal for Educational and Vocational Guidance》2017,17(2):121-141
The current study investigated the content of future perceptions among 47 U.S. women and 48 Israeli women. Thematic analysis was used to explore participants’ qualitative responses. Women’s responses covered a wide range of topics, and were categorized into ten key themes: (a) work, (b) family/relationships, (c) property, (d) residence, (e) education, (f) general quality of life, (g) leisure, (h) pro-social activities, (i) multiple role management, and (j) religion. Results demonstrated the role of nationality in the process of exploration and future perceptions. Implications for research and practice are discussed. 相似文献
134.
135.
Meca?R.?WilliamsEmail author Denise?N.?Brewley R.?Judith?Reed Dorothy?Y.?White Rachel?T.?Davis-Haley 《The Urban Review》2005,37(3):181-199
This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White
Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial
support that helped them to navigate through their graduate level work. Common themes of identity, community service missions,
and empowerment provides a thread that ties the student’s narratives together. We close by offering some suggestions for further
research on the Black graduate experience and mentoring Black graduate students.
Meca R. Williams, Denise N. Brewley, R. Judith Reed and Dorothy Y. White are affiliated with University of Georgia. Rachel
T. Davis-Haley is affiliated with University of New Orleans. 相似文献
136.
137.
138.
139.
A comparison of the levels of difficulty experienced by students in the use of Minitab through its menu interface and its command language showed no advantavge in using the menus. 相似文献
140.
We obtained data on the writing of 110 deaf or hard-of-hearing students attending public schools who completed the spontaneous writing portion of the Test of Written Language. The average written quotient for the sample was in the below-average range but within 1 standard deviation of the test mean. Forty-nine percent of the sample received written quotients within or above the average range. Mean scores for the three subtests of contextual conventions, contextual language, and story construction were within the low-average range; between 55% and 68% of students scored within the average or above-average range for the subtests. Predictors of writing quotients were eligibility for free lunch, grade, degree of hearing loss and gender; however, only 18% of the variance in total writing quotients was explained by these variables. The data indicate that attention needs to be paid to the writing ability and instruction of many public-school students regardless of degree of hearing loss. 相似文献