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991.
992.
993.
Helen Proctor 《History of education》2013,42(2):247-261
This paper is a reading of early twentieth‐century government high school culture as it was expressed through a twenty‐year run of one Australian high school’s student‐authored magazines. From its first issue the editors of The Parramatta High School Magazine were keen to promote its role in the making of a community. The idea that high school people belonged to a special and exclusive group was reiterated in a number of ways. Writing in the magazines described the features of a shared culture – whiteness, literacy, good taste, rational behaviour – and implicitly defined high school students as different from other categories of people, including non‐English speaking foreigners and ‘the uneducated’. Central to the process of classification and identification were statements of ‘who we are’ and ‘who we are not’ which were grounded in the language of meritocracy, and encompassed particular contemporary understandings of social class, race and gender. 相似文献
994.
Abstract The relationship between people and the rest of nature is central to the debate concerning the management of natural resources. An understanding of how environmental concern is reflected in people's attittudes and value systems is important for the development of responsive environmental management. Effective attitude measures already exist, most notably the New Environmental Paradigm scale. Since this measure was produced, however, certain issues not addressed by the scale have become increasingly important within the environmental debate. These include concepts such as the intrinsic value of nature, or the moral duties of humans to the rest of nature-issues that surface repeatedly in the environmental literature. The study has shown that it is possible to include references to the intrinsic value of nature, as well as the moral duties people have to the rest of nature and to other human beings, within a reliable and unidimensional attitude scale. 相似文献
995.
Stephen M. Cullen Mairi‐Ann Cullen Geoff Lindsay 《British Educational Research Journal》2013,39(2):302-319
In 2005, the Department for Education and Skills announced a £40 million investment in a new school support worker role, the parent support adviser (PSA), for 20 English local authorities. A pilot project ran from 2006–2008 and resulted in the establishment of 717 PSAs in 1167 schools. The national evaluation of the project forms the evidential basis of this paper, with interviews conducted with 69 PSAs, 85 PSA line managers and 105 parents and a database recording casework with nearly 21,000 parents. This paper focuses on the nature of the PSA role as the first centrally funded parent support role in English schools. The theoretical framework provided by the concept of ‘emotional labour’ and the development of the concept represented by the 4Ps typology provides the conceptual structure. This paper argues that although the characteristics of the PSA role appear to place it within the category of work requiring emotional labour, PSAs and parents regard that aspect of the role in a positive light. For the PSAs there was little evidence that emotional labour necessary for the role of PSA led to dissonance between role and worker or alienation from the product of PSA labour. 相似文献
996.
Objectives
To measure the prevalence of maltreatment and other types of victimization among children, young people, and young adults in the UK; to explore the risks of other types of victimization among maltreated children and young people at different ages; using standardized scores from self-report measures, to assess the emotional wellbeing of maltreated children, young people, and young adults taking into account other types of childhood victimization, different perpetrators, non-victimization adversities and variables known to influence mental health.Methods
A random UK representative sample of 2,160 parents and caregivers, 2,275 children and young people, and 1,761 young adults completed computer-assisted self-interviews. Interviews included assessment of a wide range of childhood victimization experiences and measures of impact on mental health.Results
2.5% of children aged under 11 years and 6% of young people aged 11–17 years had 1 or more experiences of physical, sexual, or emotional abuse, or neglect by a parent or caregiver in the past year, and 8.9% of children under 11 years, 21.9% of young people aged 11–17 years, and 24.5% of young adults had experienced this at least once during childhood. High rates of sexual victimization were also found; 7.2% of females aged 11–17 and 18.6% of females aged 18–24 reported childhood experiences of sexual victimization by any adult or peer that involved physical contact (from sexual touching to rape). Victimization experiences accumulated with age and overlapped. Children who experienced maltreatment from a parent or caregiver were more likely than those not maltreated to be exposed to other forms of victimization, to experience non-victimization adversity, a high level of polyvictimization, and to have higher levels of trauma symptoms.Conclusions
The past year maltreatment rates for children under age 18 were 7–17 times greater than official rates of substantiated child maltreatment in the UK. Professionals working with children and young people in all settings should be alert to the overlapping and age-related differences in experiences of childhood victimization to better identify child maltreatment and prevent the accumulative impact of different victimizations upon children's mental health. 相似文献997.
William R. Todd‐Mancillas 《Communication quarterly》2013,61(2):107-115
This article reviews empirically based studies demonstrating gender‐biased perceptions resulting from use of “man”‐linked words (e.g., “mankind”) and third‐person‐singular masculine pronouns. Contrary to commonsense beliefs, neither of these linguistic conventions has been found to he associated with equal likelihood perceptions of female and male referents. Specific suggestions are made for the adoption of alternatives to masculine generics in speech and communication teaching and research reportage. Also, suggestions are made for research and development activities. 相似文献
998.
Classroom justice: Perceptions of fairness as a predictor of student motivation,learning, and aggression 总被引:5,自引:4,他引:1
Rebecca M. Chory‐Assad 《Communication quarterly》2013,61(1):58-77
The present study examined the relationship between students’ perceptions of distributive and procedural justice in a college course and student motivation concerning the course, affective learning in the course, and aggression toward the course instructor. Although student perceptions of both distributive and procedural justice were positively correlated with student motivation and affective learning and negatively correlated with student aggression toward the course instructor, multiple regression analyses indicated that only perceptions of procedural justice predicted the three criterion variables at a statistically significant level while distributive justice perceptions did not. Implications and suggestions for future research in classroom justice are offered. 相似文献
999.
Utilizing 2068 individuals in 60 organizations in the U.S. and Italy, this study (a) examines the overall relationship between trust in top management and immediate supervisor and overall estimates of satisfaction and perceived organizational effectiveness, (b) compares the amount of variance in satisfaction and effectiveness that can be explained by trust in top management to the amount of variance explained by trust in immediate supervisor, and (c) clarifies the role of information receiving as a predictor of trust in top management and immediate supervisor. Results of a canonical correlation analysis indicated that the canonical equation explained 49% of the variance in the linear composites (Canonical R = .69, p < .001). Trust in top management was more strongly associated with satisfaction and effectiveness than was trust in immediate supervisor. Tzvo separate multiple regression analyses indicated that after controlling for geographic location of company and type of industry, information received about job and organizational issues uniquely explained 26% of the variance in trust in top management and 13% of the variance in trust in immediate supervisor. 相似文献
1000.
James C. McCroskey Steven Booth‐Butterfield Steven K. Payne 《Communication quarterly》2013,61(2):100-107
Communication apprehension is conceptualized as a causal agent in student success. It is implicated in both academic and interpersonal success, two factors identified by prior resesarch as primary predictors of persistence. A four year longitudinal study of the impact of communication apprehension on grade point average and persistence at the university level was conducted. Results indicated high CA students were significantly more likely to drop out and attain lower grade point averages compared to low CA students. The impact of CA was strongest during the first two years. A replication of the study confirmed the impact of CA on student persistence. It is concluded the impact of CA on the probablity of high CA students’ survival in college is substantial and this impact adds to the case favoring the provision of training programs to assist such students overcome their apprehension about communication. 相似文献