全文获取类型
收费全文 | 656篇 |
免费 | 18篇 |
国内免费 | 3篇 |
专业分类
教育 | 533篇 |
科学研究 | 12篇 |
各国文化 | 8篇 |
体育 | 19篇 |
综合类 | 1篇 |
文化理论 | 2篇 |
信息传播 | 102篇 |
出版年
2023年 | 7篇 |
2022年 | 9篇 |
2021年 | 9篇 |
2020年 | 13篇 |
2019年 | 20篇 |
2018年 | 21篇 |
2017年 | 26篇 |
2016年 | 32篇 |
2015年 | 19篇 |
2014年 | 27篇 |
2013年 | 147篇 |
2012年 | 26篇 |
2011年 | 18篇 |
2010年 | 25篇 |
2009年 | 22篇 |
2008年 | 19篇 |
2007年 | 12篇 |
2006年 | 12篇 |
2005年 | 9篇 |
2004年 | 14篇 |
2003年 | 10篇 |
2002年 | 12篇 |
2001年 | 14篇 |
2000年 | 9篇 |
1999年 | 21篇 |
1998年 | 5篇 |
1997年 | 5篇 |
1996年 | 15篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1993年 | 8篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 6篇 |
1989年 | 7篇 |
1988年 | 7篇 |
1987年 | 7篇 |
1986年 | 7篇 |
1985年 | 5篇 |
1983年 | 5篇 |
1982年 | 2篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1973年 | 2篇 |
1971年 | 1篇 |
1969年 | 2篇 |
1968年 | 2篇 |
1967年 | 1篇 |
排序方式: 共有677条查询结果,搜索用时 46 毫秒
21.
This column reports the results of a survey conducted of medical librarian participants in medical informatics training at the University of Pittsburgh. This small study was undertaken in order to identify issues in training different kinds of library and information science practitioners in medical informatics. 相似文献
22.
Evidence-based librarianship (EBL) is a relatively new concept for librarians. This paper lays out a practical framework for the implementation of EBL. A new way of thinking about research in librarianship is introduced using the well-built question process and the assignment of librarian research questions to one of six domains specific to librarianship. As a profession, librarianship tends to reflect more qualitative, social sciences/humanities in its research methods and study types which tend to be less rigorous and more prone to bias. Randomised controlled trials (RCT) do not have to be placed at the top of an evidence 'hierarchy' for librarianship. Instead, a more encompassing model reflecting librarianship as a whole and the kind of research likely to be done by librarians is proposed. 'Evidence' from a number of disciplines including health sciences, business and education can be utilized by librarians and applied to their practice. However, access to and availability of librarianship literature needs to be further studied. While using other disciplines (e.g. EBHC) as a model for EBL has been explored in the literature, the authors develop models unique to librarianship. While research has always been a minor focus in the profession, moving research into practice is becoming more important and librarians need to consider the issues surrounding research in order to move EBL forward. 相似文献
23.
In June 2000, the Biomedical Library at the University of South Alabama introduced Prospero, an electronic desktop document delivery service. From June 2000 to November 2002, Prospero delivered 28% of interlibrary loan requests and 72% of document delivery requests. In November 2002, the library conducted a user satisfaction survey of the Prospero service. Forty-two surveys were used. Fifteen responses were received from affiliated faculty, staff, and students, who generally expressed satisfaction with the service. Twenty-seven responses were received from unaffiliated users, comprised of medical libraries, individual users, and businesses. Based on the survey results, the library deemed the Prospero service a success. To better support users, the library's Web page was updated to include hardware and software requirements for successful use of the Prospero service, as well as screen shots of the Prospero process. 相似文献
24.
Informing in the Information Age: How to Communicate Measurement Concepts to Education Policy Makers
Current educational policies rely on educational assessments. However, the technical aspects of assessments are often unknown to policy makers, which is dangerous because sound assessment policy requires knowledge of the strengths and limitations of educational tests. In this article, we discuss the importance of informing policy makers of important psychometric issues that should be considered whenever tests are proposed for specific purposes. We discuss the types of information that are important to communicate to policy makers, how to best convey this information in a manner in which it can be understood, and how to be seen as a valuable source of information to education policy makers. We end with some specific steps organizations such as NCME can take to inform policy makers and advocate for valid educational assessment policies. 相似文献
25.
Ellen Wright 《Sport in History》2015,35(3):441-463
This article explores the mutually beneficial relationship between the American swimsuit and film industries during the first three decades of the twentieth century. Three examples will be used: Fatty and the Bathing Beauties from 1913 (prior to regulated film content), Footlight Parade from 1933 (when limited self-regulation had been put in place, but was not yet rigorously enforced) and the Tarzan film franchise (which spans both the second period and a later, third period of actual implementation and subsequent negotiation). Using these examples, the paper will consider several of the popular associations attached to the swimmer and the swimsuit. It will discuss the ways in which Hollywood utilised the swimsuit, the swimmer and swimming in both its films and its promotional materials and will demonstrate how through the sporting associations of both the garment and sports stars, film producers negotiated the processes of censorship and self-regulation while allowing the continued use of semi-naked and eroticised bodies, to their own profit and to that of the increasingly fashionable swimwear industry. 相似文献
26.
27.
Ellen Rydell Altermatt 《Journal of Experimental Education》2015,83(2):218-235
This study examined the role that everyday academic successes and failures—and the interactions with family members and peers that follow these events—play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic experiences, performance disclosures, perceptions of emotional support, and school-related affect. Data were analyzed using hierarchical linear modeling. Results indicated that students’ daily academic experiences and social interactions varied by both sex and interaction partner, and that students’ daily academic experiences and social interactions were predictive of day-to-day changes in both positive and anxious affect. The implications of these findings for students’ interpersonal relationships and school adjustment are discussed. 相似文献
28.
Stephanie M. Curenton Shana E. Rochester Jacqueline Sims Nneka Ibekwe-Okafor Iheoma U. Iruka Arlene G. García-Miranda Jessica Whittaker 《Child development》2022,93(3):681-698
This study used secondary data from the My Teaching Partner-Math/Science 2013–2016 randomized control trial to explore whether equitable sociocultural classroom interactions (see Curenton et al., 2019) were associated with the skills of 105 four- and five-year-olds (52% boys; drawn from 20 unique video recordings of preschool teachers/classrooms; 43% were Black, Latine, Asian, or other racially marginalized learners). Equitable interactions predicted children's skills with effect sizes ranging from small (0.01–0.44) to large (1.00). Moderation analyses revealed that when classrooms had more racially marginalized learners, teachers’ use of equitable disciplinary and personalized learning practices were associated with higher executive functioning gains across prekindergarten. Findings illustrate how classroom composition can be a key indicator between equitable classroom interactions and young children's early skills. 相似文献
29.
30.
Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross‐lagged panel model was applied to academic track and nonacademic track fifth grade students (N = 396) to test whether intrinsic reading motivation and reading competence are reciprocally related depending on the students' achievement level (indicated by school track affiliation). According to expectations, the cross‐lagged effect of intrinsic reading motivation on reading competence was only significant for academic track students. In the nonacademic track group, neither the effect of intrinsic reading motivation on reading competence nor the reverse effect proved to be significant. Thus, the nature of the relation between intrinsic reading motivation and reading competence seems to depend on students' school track affiliation. 相似文献