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521.
Emma Delemere M.sc Rebecca Maguire PhD CPsychol 《Health information and libraries journal》2023,40(1):54-69
Background
Caregivers of children may rely on internet sources, health care providers, peers or family for health information.Objective
To examine the impact of sociodemographic factors on the use of the internet for health information by caregivers of children, and the impact on self-efficacy, effort and frustration.Methods
Using data from the 2019 Health Information National Trends Survey, the effects of information source on self-efficacy, effort and frustration was examined using the complex samples module of SPSS.Results
The internet was the most common source of health information for caregivers of children (n = 247), with high confidence, low frustration and effort reported. Younger, higher educated and higher income caregivers were significantly more likely to use the internet for health information. Information from Health Care Providers (HCPs) was associated with greater confidence, and information from peers associated with lesser effort and frustration. No significant effects on self-efficacy, effort or frustration for online health information was noted compared to other sources.Conclusions
Efforts to reduce barriers to online health information may be required for some groups of caregivers, and health care providers may have a role to play in this. 相似文献522.
Emma Smith 《British Educational Research Journal》2011,37(6):993-1014
This paper considers gendered patterns of participation in post‐compulsory STEM education. It examines the trajectory of learning that takes students from A‐level qualifications, through undergraduate work and into employment or further study. It also uses a long‐term view to look at the best available evidence to monitor participation and attainment over an extended period of time. The findings suggest that almost three decades of initiatives to increase participation in STEM subjects have had little noticeable impact on the recruitment data and gendered patterns of participation persist in several subject areas. This is despite more women entering HE and little gender difference in the entry qualifications for STEM subjects. While more women are studying science, as broadly conceived, than ever before, recruitment to key areas, namely physics and engineering remains stagnant. However, for those women who do remain in the ‘science stream’ patterns of employment in graduate careers and further study appear relatively equitable. 相似文献
523.
Previous research has demonstrated that the development and communication of explicit marking criteria have resulted in improved grades for students. This improvement in performance has only been reported for coursework assignments. Therefore, it was the purpose of this study to investigate the impact of providing explicit marking criteria, alongside practice with the criteria, on student examination grades. Two cohorts attending their second year on a sport science degree were used. The first cohort served as a control group and the second cohort as an experimental group. The control group sat the examination without any prior knowledge of the marking criteria, and the experimental group was given a marksheet before the examination that contained the marking criteria. There was a significant difference (p < 0.001) between the examination grades of the experimental and control group. The mean examination grades achieved were 55.4% and 36.9% for the experimental and control group, respectively. Subsequent focus groups revealed that the experimental group considered that they were much better prepared and equipped to revise for the examination, and the marksheet encouraged self‐reflection on their progress. The experimental group reported that they felt they had more control over preparation for the examination and higher levels of confidence in taking the examination. 相似文献
524.
Emma Smith 《Educational studies》2011,37(1):59-71
This paper describes patterns of participation and attainment in A‐level physics, chemistry and biology from 1961 to 2009. The A level has long been seen as an important gateway qualification for higher level study, particularly in the sciences. This long‐term overview examines how recruitment to these three subjects has changed in the context of numerous policies and initiatives that seek to retain more young people in the sciences. The results show that recruitment to the pure sciences has stagnated, general trends have hardly varied and the track record of government policy in influencing change is not strong. There is no evidence for increasing achievement gaps between the sexes at A level and even national policy requiring that all young people study science up to the age of 16 appears to have had little impact on recruitment at this level. 相似文献
525.
Michael S. C. Thomas Yulia Kovas Emma L. Meaburn Andrew Tolmie 《Mind, Brain, and Education》2015,9(2):72-80
This article explores the potential contribution of modern genetic methods and findings to education. It is familiar to hear that the “gene” for this or that behavior has been discovered, or that certain skills are “highly heritable.” Can this help educators? To explore this question, we describe the methods used to relate genetic variation to individual differences in high‐level behaviors such as academic skills and educational achievement. These methods include twin studies and genome‐wide association studies. We address the key question of what genetic data imply about the ability of educators to optimize educational outcomes for children across the range of abilities. 相似文献
526.
Matching the timing of one's movements to the movements of others has been proposed to increase affiliation and prosociality. Although coordinated movements facilitate early social interactions, not much is known about the mechanisms and effects of movement synchrony throughout development. Two studies investigated 12‐month‐olds' (Study 1, N = 40) and 9‐month‐olds' (Study 2, N = 41) preferences for synchronous others in a social as opposed to a nonsocial context. It was found that movement synchrony exclusively guides infants' social choices at 12 months. In contrast, 9‐month‐olds did not show any preferences for synchronous movements in social or nonsocial contexts. Results suggest that movement synchrony is important in guiding infants' social preferences and its effects emerge toward the end of the 1st year of life. 相似文献
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