全文获取类型
收费全文 | 2511篇 |
免费 | 39篇 |
国内免费 | 3篇 |
专业分类
教育 | 2005篇 |
科学研究 | 74篇 |
各国文化 | 41篇 |
体育 | 106篇 |
文化理论 | 13篇 |
信息传播 | 314篇 |
出版年
2023年 | 9篇 |
2022年 | 9篇 |
2021年 | 26篇 |
2020年 | 40篇 |
2019年 | 75篇 |
2018年 | 99篇 |
2017年 | 99篇 |
2016年 | 77篇 |
2015年 | 63篇 |
2014年 | 84篇 |
2013年 | 579篇 |
2012年 | 68篇 |
2011年 | 75篇 |
2010年 | 54篇 |
2009年 | 62篇 |
2008年 | 69篇 |
2007年 | 70篇 |
2006年 | 62篇 |
2005年 | 53篇 |
2004年 | 44篇 |
2003年 | 48篇 |
2002年 | 58篇 |
2001年 | 38篇 |
2000年 | 38篇 |
1999年 | 43篇 |
1998年 | 28篇 |
1997年 | 33篇 |
1996年 | 32篇 |
1995年 | 27篇 |
1994年 | 32篇 |
1993年 | 43篇 |
1992年 | 26篇 |
1991年 | 25篇 |
1990年 | 29篇 |
1989年 | 27篇 |
1988年 | 29篇 |
1987年 | 22篇 |
1986年 | 27篇 |
1985年 | 22篇 |
1984年 | 15篇 |
1983年 | 13篇 |
1982年 | 15篇 |
1981年 | 11篇 |
1980年 | 11篇 |
1979年 | 11篇 |
1978年 | 10篇 |
1977年 | 14篇 |
1976年 | 12篇 |
1975年 | 11篇 |
1974年 | 15篇 |
排序方式: 共有2553条查询结果,搜索用时 296 毫秒
231.
232.
Wyoma vanDuinkerken Jane Smith Jeanne Harrell Leslie J. Reynolds Sandra Tucker Esther Carrigan 《Library Collections, Acquisitions, and Technical Services》2008,32(3-4):142-149
This paper describes the Texas A&M University (TAMU) Libraries' new and innovative approach to monograph collection development using a re-engineered internal funding structure and a process that reflects the needs and goals of the library and its users. The paper discusses the goals of the new fund structure, the experience of implementing it, and the results after one year in use. 相似文献
233.
Beena Achhpal Jane A. Goldman Ronald P. Rohner 《International Journal of Early Years Education》2007,15(1):1-13
This article identifies similarities and differences between Head Start parents of European American and Puerto Rican backgrounds regarding their socialization goals and expectations concerning the early educational experiences of their pre‐school children. Semi‐structured interviews were conducted with 60 parents (30 European American and 30 Puerto Rican) in their homes. The results show that both groups of parents valued pro‐social skills, school readiness skills, and skills related to good behaviour. Both sets of parents considered creative and physical skills to be least important. However, differences between groups were found regarding the relative importance of skills in the different developmental domains. The findings suggest that to maximize the effects of early childhood programmes and interventions it is important that educators and policy makers recognize and respond to differences in parents’ goals and expectations. 相似文献
234.
235.
Anne Goulding John Dickie Mary Jane Shuker 《Library & information science research》2017,39(3):199-212
This study explores how preschool storytimes in public libraries in Aotearoa New Zealand incorporate practices which have been identified as beneficial for children's early literacy skills. The results of observations of storytimes in four public library services are reported, focusing on whether they included activities that foster six key literacy skills: print motivation; phonological awareness; vocabulary; narrative skills; print awareness and print concepts; and letter awareness. The results indicate that the storytimes observed focused strongly on techniques to increase children's print motivation, and other skills, such as the development of letter awareness, did not feature as frequently. It is suggested that the librarians leading the sessions were wary of introducing more formal instructional elements into the storytimes because they felt it might detract from the main aim of the sessions, which was to encourage children to enjoy books and reading. 相似文献
236.
Judi H. Miller 《International journal for the advancement of counseling》2004,26(3):285-299
When, in New Zealand, a new third-party government funding arrangement was introduced for sexual abuse counselling, counsellors experienced challenges to their work practice and professional autonomy. There are some parallels between this experience and the influence of Managed Care on counselling in the United States. This article interprets the ways in which the development of counselling in New Zealand, and the New Zealand Association of Counsellors (NZAC) interacted with the government agency, the Accident Compensation Corporation (ACC). responsible for the funding. The resulting funding arrangements, while initially mutually beneficial to government and counsellors, are now being questioned by counsellors and the NZAC. Possible responses to this situation by New Zealand counsellors are explored and discussed in the context of wider international responses to third-party funding issues. 相似文献
237.
Libby F. Gerard Jane B. Bowyer Marcia C. Linn 《Journal of Science Education and Technology》2008,17(1):1-18
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help
to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership.
A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning
in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals
in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize
principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests
that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational
policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this
reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer
professional development activities that engage them in reviewing curricula and student work with other principals. Based
on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities
in technology and science reform. 相似文献
238.
The differences between US (Ohio) gifted and talented high school students and South Korean gifted and talented high school students on the Overexcitabilities Questionnaire II (OEQ II) were investigated. The OEQ II was administered to 227 Ohio identified gifted and talented high school students (M = 88, F = 139) and to 341 high school students from four specialized high schools (one for science, one for foreign language, and two for the arts) in Seoul, Korea (M = 117; F = 224). Multiple analysis of variance by gender and country revealed that Korean males and females scored higher in psychomotor OE and that US males and females scored higher in imaginational OE. No differences were found in intellectual OE, emotional OE, or sensual OE. 相似文献
239.
Jane M. Watson Ben A. Kelly 《International Journal of Science and Mathematics Education》2008,6(4):741-767
This paper considers the development of school students’ ability to define three terms that are fundamental to statistical
literacy: sample, random, and variation. A total of 738 students in grades 3, 5, 7, and 9 were asked in a survey to define
and give an example for the word “sample.” Of these, 379 students in grades 7 and 9 were also asked about the words “random”
and “variation.” Responses were used to describe developmental levels overall and to document differences across grades on
the understanding of these terms. Changes in performance were also monitored after lessons on chance and data, emphasizing
variation for 335 students. After 2 years, 132 of these students and a further 209 students who were surveyed originally but
did not take part in specialized lessons, were surveyed again. The difference after 2 years between the performance of students
who experienced the specialized lessons and those who did not was considered, revealing no differences in performance longitudinally.
For students in grades 7 and 9, the association of performance on the three terms was explored. Implications for mathematics
and literacy educators are discussed. 相似文献
240.
The aim of this study was to identify reading profiles, which predict the literacy progress of Reading Recovery graduates. Reading Recovery is an intensive remediation for children after the first year of school. Children were assessed at exit from the programme and at 3‐month, 6‐month and 12‐month follow‐up points. Text Reading Level made unique contributions to word reading, spelling and writing at all time points and was consistently the best predictor of word reading. Phonological processing also made unique contributions to word reading and spelling. Reading comprehension was found to be the best predictor of National Curriculum sublevels for reading and writing, 12 months later. These findings indicate that levelled texts, as employed in Reading Recovery, provide a good indication of progress in word reading, spelling and writing after the programme has been discontinued, but also present a case for assessing other reading skills (e.g., phonological processing and reading comprehension) in order to help predict sustained progress in literacy. 相似文献