全文获取类型
收费全文 | 1504篇 |
免费 | 24篇 |
国内免费 | 3篇 |
专业分类
教育 | 1048篇 |
科学研究 | 65篇 |
各国文化 | 17篇 |
体育 | 152篇 |
综合类 | 1篇 |
文化理论 | 13篇 |
信息传播 | 235篇 |
出版年
2023年 | 7篇 |
2022年 | 11篇 |
2021年 | 15篇 |
2020年 | 37篇 |
2019年 | 55篇 |
2018年 | 69篇 |
2017年 | 85篇 |
2016年 | 66篇 |
2015年 | 48篇 |
2014年 | 57篇 |
2013年 | 356篇 |
2012年 | 41篇 |
2011年 | 47篇 |
2010年 | 32篇 |
2009年 | 43篇 |
2008年 | 46篇 |
2007年 | 34篇 |
2006年 | 43篇 |
2005年 | 41篇 |
2004年 | 35篇 |
2003年 | 37篇 |
2002年 | 20篇 |
2001年 | 16篇 |
2000年 | 19篇 |
1999年 | 15篇 |
1998年 | 12篇 |
1997年 | 10篇 |
1996年 | 13篇 |
1995年 | 9篇 |
1994年 | 10篇 |
1993年 | 15篇 |
1992年 | 14篇 |
1991年 | 9篇 |
1990年 | 10篇 |
1989年 | 11篇 |
1988年 | 17篇 |
1987年 | 5篇 |
1986年 | 7篇 |
1985年 | 9篇 |
1984年 | 8篇 |
1983年 | 4篇 |
1982年 | 6篇 |
1981年 | 4篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1973年 | 7篇 |
1971年 | 4篇 |
1970年 | 4篇 |
1968年 | 7篇 |
1906年 | 3篇 |
排序方式: 共有1531条查询结果,搜索用时 0 毫秒
61.
Amy M. Magnus Jenny S. West Daniel W. Scott Cheryl Maxson Jody Miller 《Journal of Criminal Justice Education》2019,30(2):223-249
This paper describes our efforts to systematically generate knowledge from ethnographic and other qualitative scholarship as a way of bridging intellectual gaps found in quantitative research. We ground this scholarly endeavor in the study of gangs, which has a lengthy history in the field of criminology, yet lacks a coherent, coordinated, and comparative understanding of gang dynamics, behavior, and impacts. We discuss the importance of acknowledging the multiple and mixed methodologies used in gang scholarship and detail the inductive, deductive, and iterative process that helped us (1) develop a comprehensive coding instrument for coding a range of qualitative works, (2) establish the instrument’s inter-rater reliability, and (3) remain cognizant and reflexive about the strengths of both quantitative and qualitative research. Finally, we share the critical yet informative challenges we faced throughout the project and conclude with reflections on why the project was unsuccessful in the way we originally envisioned. 相似文献
62.
Scott L. Montgomery 《Journal of Science Education and Technology》1993,2(4):521-540
The history of curriculum debate involving science in the United States has touched all levels and concepts of schooling. It has involved a wide spectrum of competing interests and ideas. It has helped guide the framing of concepts as complex and influential as those of progress, human nature, and the national welfare. It has been a stage on which many players have entered, spoken, left, and returned (not always in the guise of farce). Above all, it is itself something from which a great deal can be learned: for in large part any current situation stands at the apex of this long history and cannot in any sense be divorced from what it reveals about the larger place of science and learning in American consciousness. Eric Hobsbawm once wrote that the progress of schools and universities measures that of nationalism, and that education generally is the most conscious champion of the state. History reveals this to be an enormous oversimplification, woefully expedient, and particularly so in the case of science. Here, in fact, nationalism itself can be revealed as a collision of many conflicting interests, myths, visions, and hopes, all of which at some point took the scientific as legitimating dais. No committed history could be so reductive. It must rather open both inward and outward, toward the past and its continued momentum. 相似文献
63.
J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744
64.
Katherine S. Binder Elizabeth Tighe Yue Jiang Katharine Kaftanski Cynthia Qi Scott P. Ardoin 《Reading and writing》2013,26(5):665-680
The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long readers paused at various points while reading. Finally, for the adults with low literacy skills, we collected information on decoding, word recognition, and reading comprehension. We found several interesting results. First, adults with low literacy skills paused longer than skilled readers and paused at a substantially greater number of punctuation marks. Second, while adults with low literacy skills do mark the end of declarative sentences with a pitch declination similar to skilled readers, their readings of questions lack a change in pitch. Third, decoding and word recognition skills were related to pauses while reading; readers with lower skills made longer and more frequent and inappropriate pauses. Finally, pausing measures explained a significant amount of variance in reading comprehension among the adults with low literacy skills. 相似文献
65.
66.
Inborn errors of metabolism (IEM) include a broad spectrum of defects of various gene products that affect intermediary metabolism in the body. Studying the molecular and biochemical mechanisms of those inherited disorder, systematically summarizing the disease phenotype and natural history, providing diagnostic rationale and methodology and treatment strategy comprise the context of human biochemical genetics. This session focused on: (1) manifestations of representative metabolic disorders; (2) the emergent technology and application of newborn screening of metabolic disorders using tandem mass spectrometry; (3) principles of managing IEM; (4) the concept of carrier testing aiming prevention. Early detection of patients with IEM allows early intervention and more options for treatment. 相似文献
67.
This study investigates Historically Black Colleges and University (HBCU) students' and faculties' knowledge related to school psychology. A total of 165 students and 14 faculty members completed inventories that assessed the understanding and views of various psychological disciplines. Results indicated that HBCU students rated their perceived knowledge of school psychology significantly lower than all psychological disciplines. In addition, these students have significantly fewer sources of information for school psychology than comparable disciplines. Although more than 90% of students stated that they would attend graduate school, the majority was only somewhat interested in school psychology as a career choice. Furthermore, HBCU psychology faculty members stated that the American Psychological Association and the National Association of School Psychologists do not actively recruit or provide information to their students. Results are discussed in terms of increasing the number of African American school psychologists. © 2009 Wiley Periodicals, Inc. 相似文献
68.
The role of upper torso and pelvis rotation in driving performance during the golf swing 总被引:1,自引:2,他引:1
While the role of the upper torso and pelvis in driving performance is anecdotally appreciated by golf instructors, their actual biomechanical role is unclear. The aims of this study were to describe upper torso and pelvis rotation and velocity during the golf swing and determine their role in ball velocity. One hundred recreational golfers underwent a biomechanical golf swing analysis using their own driver. Upper torso and pelvic rotation and velocity, and torso-pelvic separation and velocity, were measured for each swing. Ball velocity was assessed with a golf launch monitor. Group differences (groups based on ball velocity) and moderate relationships (r > or = 0.50; P < 0.001) were observed between an increase in ball velocity and the following variables: increased torso-pelvic separation at the top of the swing, maximum torso-pelvic separation, maximum upper torso rotation velocity, upper torso rotational velocity at lead arm parallel and last 40 ms before impact, maximum torso-pelvic separation velocity and torso-pelvic separation velocity at both lead arm parallel and at the last 40 ms before impact. Torso-pelvic separation contributes to greater upper torso rotation velocity and torso-pelvic separation velocity during the downswing, ultimately contributing to greater ball velocity. Golf instructors can consider increasing ball velocity by maximizing separation between the upper torso and pelvis at the top of and initiation of the downswing. 相似文献
69.
A considerable amount of social identity research has focused on race and racial identity, while gender identity, particularly among Black adolescents, remains underexamined. The current study used survey data from 183 Black adolescent males (13–16 years old) to investigate the development and relation between racial and gender identity centrality and private regard, and how these identities impact adjustment over time. It was found that dimensions of racial and gender identity were strongly correlated. Levels of racial centrality increased over time while gender centrality, and racial and gender private regard declined. In addition, racial and gender identity uniquely contributed to higher levels of psychological well‐being and academic adjustment. These findings are discussed within the context of existing identity theories and intersectionality theory. 相似文献
70.