全文获取类型
收费全文 | 2627篇 |
免费 | 36篇 |
国内免费 | 5篇 |
专业分类
教育 | 1917篇 |
科学研究 | 187篇 |
各国文化 | 36篇 |
体育 | 290篇 |
综合类 | 6篇 |
文化理论 | 60篇 |
信息传播 | 172篇 |
出版年
2023年 | 22篇 |
2022年 | 56篇 |
2021年 | 77篇 |
2020年 | 108篇 |
2019年 | 161篇 |
2018年 | 200篇 |
2017年 | 193篇 |
2016年 | 174篇 |
2015年 | 118篇 |
2014年 | 135篇 |
2013年 | 551篇 |
2012年 | 156篇 |
2011年 | 97篇 |
2010年 | 72篇 |
2009年 | 67篇 |
2008年 | 60篇 |
2007年 | 53篇 |
2006年 | 38篇 |
2005年 | 40篇 |
2004年 | 38篇 |
2003年 | 25篇 |
2002年 | 43篇 |
2001年 | 17篇 |
2000年 | 18篇 |
1999年 | 8篇 |
1998年 | 15篇 |
1997年 | 9篇 |
1996年 | 14篇 |
1995年 | 10篇 |
1994年 | 9篇 |
1993年 | 6篇 |
1992年 | 9篇 |
1991年 | 8篇 |
1990年 | 11篇 |
1989年 | 7篇 |
1988年 | 5篇 |
1987年 | 2篇 |
1983年 | 2篇 |
1981年 | 3篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1975年 | 2篇 |
1966年 | 1篇 |
1964年 | 1篇 |
1963年 | 2篇 |
1962年 | 1篇 |
1960年 | 2篇 |
1959年 | 1篇 |
排序方式: 共有2668条查询结果,搜索用时 15 毫秒
141.
142.
143.
Gerardo Blanco Ramírez 《Assessment & Evaluation in Higher Education》2015,40(7):943-957
This article reports on findings from a sociolinguistic qualitative study exploring inter-discursive relations manifested in the approaches and strategies that regional accrediting agencies in the United States utilise when recognising foreign universities. Even as most countries have developed national quality assurance systems and whilst international rankings comparing institutions globally are available, a growing number of universities around the world seek recognition from American regional agencies. By comparing policy statements, manuals, guidelines and other documents, and after interviewing top-level officers at US accrediting agencies, this study makes explicit the assumptions and central discourses associated with US accreditation of non-US institutions of higher education, from the accreditors’ perspective. Following constant comparison and cultural critical discourse analysis, the study reveals concerns about the equivalency of quality, emphasis on capacity building and reluctance toward adapting US standards. An interest in building international partnerships, in order to respond to globalisation, is also identified. 相似文献
144.
Seven hundred and sixty-eight adolescents from five countries and regions (USA, Spain, Hong Kong, Qatar, and Malaysia), aged 13–19 (M?=?15.78; SD?=?1.28) years, responded to a questionnaire designed to determine who was their most admired famous adult or hero. Male heroes clearly outnumbered admired females (73.3% vs. 26.7%). There was a pattern of same-sex choices, but it was more likely for girls to choose male heroes than for boys to choose females. Over half of the admired adults were athletes, and movie, television, and music stars. Regarding the personally known adults, there was a more balanced choice of males and females, with parents as the most frequent choice. Results suggest that society continues to fail in providing an adequate supply of female role models. 相似文献
145.
Carol A. Mullen Mariela A. Rodríguez Tawannah G. Allen 《Action Learning: Research and Practice》2015,12(3):344-355
This account of practice describes what three executive leaders in a professional association have learned about action learning and their own practices of organizational renewal. Data are approached narratively and stories are told from the perspectives of diverse educators’ experiences, agency, and expertise. Mature organizations can be revitalized and diversified through the action learning of executive leaders who integrate a new and diverse faculty body into the governance structure and decision-making process. The goal of facilitating diversity goals for established organizations has relevance for universities, schools, businesses, and other learning environments. Public conversations can strengthen the diversity-oriented outreach missions of professional organizations. 相似文献
146.
147.
148.
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
149.
Higher Education - Undergraduate internships have gained popularity among students, universities, governments and firms since the creation of the European Higher Education Area. However, empirical... 相似文献
150.
Panadero Ernesto Pérez Daniel García Ruiz Javier Fernández Fraile Juan Sánchez-Iglesias Iván Brown Gavin T. L. 《European Journal of Psychology of Education - EJPE》2023,38(3):1031-1051
European Journal of Psychology of Education - This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126... 相似文献