全文获取类型
收费全文 | 821篇 |
免费 | 24篇 |
专业分类
教育 | 632篇 |
科学研究 | 20篇 |
各国文化 | 12篇 |
体育 | 64篇 |
文化理论 | 2篇 |
信息传播 | 115篇 |
出版年
2024年 | 4篇 |
2023年 | 3篇 |
2022年 | 8篇 |
2021年 | 7篇 |
2020年 | 26篇 |
2019年 | 27篇 |
2018年 | 51篇 |
2017年 | 54篇 |
2016年 | 58篇 |
2015年 | 28篇 |
2014年 | 41篇 |
2013年 | 188篇 |
2012年 | 42篇 |
2011年 | 35篇 |
2010年 | 30篇 |
2009年 | 20篇 |
2008年 | 26篇 |
2007年 | 20篇 |
2006年 | 16篇 |
2005年 | 27篇 |
2004年 | 16篇 |
2003年 | 21篇 |
2002年 | 12篇 |
2001年 | 6篇 |
2000年 | 3篇 |
1999年 | 8篇 |
1997年 | 7篇 |
1996年 | 5篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 6篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1983年 | 3篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1975年 | 2篇 |
1973年 | 2篇 |
1971年 | 2篇 |
1970年 | 1篇 |
排序方式: 共有845条查询结果,搜索用时 46 毫秒
641.
642.
643.
644.
645.
646.
Often knowledge management (KM) initiatives are built on an assumption that the relationship between knowledge and action starts with knowledge, that is, we know something and we act upon it. Such an assumption can lead KM initiatives to develop knowledge that is not necessarily useful for the actions that an organization is willing to take. However, if the organization derives knowledge from the actions they are willing to take or they are taking, the knowledge can be much more useful as it will directly facilitate the actions. In this article, we argue that the relationship between knowledge and action is reciprocal and offers two-way learning. As such, KM initiatives are most apt to be successful by considering how to derive knowledge from action as well as how to deliver knowledge. The paper develops five principles for action-oriented KM. 相似文献
647.
Gamrat Chris Zimmerman Heather Toomey 《Educational technology research and development : ETR & D》2021,69(5):2615-2636
Educational technology research and development - Through design-based research, this study examines a digital badging system to support online, independent teacher Professional development (PD) in... 相似文献
648.
649.
Heather J. Carmack Zoey Bouchelle Yasmin Rawlins Jennifer Bennet Caterina Hill Nancy E. Oriol 《Communication quarterly》2017,65(4):419-435
Mobile health clinics address the health needs of underserved populations by bringing healthcare to patients’ communities. Mobile health clinics find unique ways to treat patients and empower them to take control of their health. In this article, we examine how patients who use an urban mobile health clinic narrate their experiences on the clinic and what they see as the impact of the clinic on the community. A narrative of generosity emerged from the interviews, where patients believe the mobile health clinic creates a sense of welcome, encourages patients to become active participants in their health, and fosters a “pay it forward” attitude among community members. 相似文献
650.
Cheryl L. Somers Rachel L. Goutman Angelique Day Oliva Enright Shantel Crosby Heather Taussig 《Psychology in the schools》2020,57(12):1845-1863
Research shows that youth in foster care experience poor academic performance and disciplinary actions in school more frequently than do non-foster care youth. The purpose of this cross-sectional study was to further examine youth in foster care and the relationship between individual/intrapersonal factors (future orientation and school connectedness) and exosystem factors (number of placement and school moves) and academic performance (grades) and disciplinary referrals among 363 youth (9–11 years of age; males = 52.9%). Controlling for key variables, hierarchical linear regression analysis was utilized to understand how well students' school connectedness, future outlook, number of placement changes, and number of school moves predicted academic and disciplinary outcomes. Beyond the variance explained by control variables, school connectedness made a significant contribution to this model. Results are discussed in the context of implementing interventions that foster school connectedness among this vulnerable population. 相似文献