全文获取类型
收费全文 | 327篇 |
免费 | 14篇 |
专业分类
教育 | 246篇 |
科学研究 | 19篇 |
各国文化 | 5篇 |
体育 | 16篇 |
文化理论 | 1篇 |
信息传播 | 54篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 3篇 |
2020年 | 8篇 |
2019年 | 9篇 |
2018年 | 8篇 |
2017年 | 13篇 |
2016年 | 5篇 |
2015年 | 6篇 |
2014年 | 2篇 |
2013年 | 96篇 |
2012年 | 13篇 |
2011年 | 12篇 |
2010年 | 10篇 |
2009年 | 5篇 |
2008年 | 7篇 |
2007年 | 10篇 |
2006年 | 9篇 |
2005年 | 12篇 |
2004年 | 10篇 |
2003年 | 5篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1997年 | 5篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 6篇 |
1992年 | 5篇 |
1991年 | 10篇 |
1990年 | 2篇 |
1989年 | 6篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1945年 | 1篇 |
1895年 | 1篇 |
1882年 | 3篇 |
排序方式: 共有341条查询结果,搜索用时 15 毫秒
261.
Jay Rounds 《Curator: The Museum Journal》2001,44(2):194-206
Abstract While critics have often asserted that museology is underdeveloped as a discipline and lacks a “core literature,” no empirical evidence has been introduced to support this claim. A citation analysis of journal articles and books published over the past several years shows clear evidence that a core literature is in fact evolving in the field. Highly‐productive and influential authors are easily identifiable, as are seminal works that have received large numbers of citations by other authors. The majority of those highly‐cited works belong to the discipline of museology itself, and sizable numbers of influential publications cluster around key unifying themes. 相似文献
262.
John Hedley Brooke Terry Dartnall Celia Roberts Sally Newcomb Rafe Champion Andrew Milne Martin Kelly Wendy Varney Orin Thomas Craig R. Stillwell Leonard G. Wilson Peter Anstey Jay L. Garfield Mark Colyvan Mark Cortiula John Merson Nicolas Rasmussen Nickolas Vakas John Forge Sunny Y. Auyang Clair Scrine Katharina Rowold 《Metascience》1999,8(3):444-514
263.
264.
Hays Jay Reinders Hayo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2020,66(1):29-52
International Review of Education - This article introduces sustainable learning and education (SLE), an emerging philosophy of learning and teaching founded on principles of sustainability. SLE is... 相似文献
265.
Jay I. Frankel Majid Keyhani Rao V. Arimilli 《Journal of The Franklin Institute》2010,347(9):1681-1688
This paper derives a new integral relationship between heat flux and temperature in a transient, three-dimensional heat conducting Cartesian half space (x>0, y∈(−∞,∞), z∈(−∞,∞)). A unified mathematical treatment has been developed based on operational and transform methods; and singular integral equation regularization. Regularization is accomplished based on a series of observations involving the diffusive nature of the operator. This newly developed relationship provides the local heat flux perpendicular to the front surface at any location within the half space. This expression suggests that an embedded plane of temperature sensors parallel to the surface can be used to acquire the local, in-depth heat flux in the x-direction. The relationship does not require a priori knowledge of the surface boundary condition which has analytically been removed in the process. The ill-posed nature of diffusion is highlighted owing to the appearance of the heating/cooling rate (°C/s) in the integrand of the new relationship. Integral relationships of this type are highly useful for experimental investigations since the in-depth heat flux can be extracted from well-established temperature transducers. 相似文献
266.
267.
Bruce Torff Kathleen Kimmons Andrew Budris Elizabeth Solosky Jay Maqsood Jean Benincasa 《The Educational forum》2020,84(2):140-149
AbstractTheory and research in teachers’ interactional styles and authoritative teaching typically posit two factors, including response and a second factor featuring some combination of demand and control. Two survey-research projects examined how teachers construe interactional styles, with results suggesting three discrete factors: response, demand, and control. The optimal interactional style is more complex than the formula of high response and high demand/control emphasized in literature in this area. 相似文献
268.
Holly Mercer Jay KoenigRobert B. McGeachin Sandra L. Tucker 《The Journal of Academic Librarianship》2011,37(4):333-342
Questions about the optimal way to present repository content to authors, submitters, and end-users, prompted this study. The authors examined, through an observation and a survey, the institutional repositories of peer institutions in the ARL for good practices related to the presentation and organization of faculty-authored institutional repository content. 相似文献
269.
No previous research has directly examined the relationship between attending a public or private school as a child and people’s attitudes toward Jews when they become adults. This article sheds new light on this issue by using a large, nationally representative survey of over 1,500 adults in the United States to see how childhood schooling is related to adult anti-Semitism. It finds that even after controlling for a variety of background characteristics, people who attended private schools exhibit more positive attitudes toward Jews than those who attended public schools. 相似文献
270.
We evaluate whether the placement of Teach First's inexperienced new teachers into secondary schools with recruitment difficulties in disadvantaged areas in England has raised or lowered pupil attainment at the age of 16. Our matched difference‐in‐difference panel estimation approach compares the experiences of 168 schools participating early on in the scheme to those in the same region who will go on to participate in later years. We find the programme has not been damaging to these schools who joined and most likely produced school‐wide gains in GCSE results of around one grade in one of the pupils’ best eight subjects. Similarly, we estimate departmental gains of over 5% of a subject grade resulting from placing a Teach First participant in a teaching team of six teachers. The estimation approach cannot assert whether these gains arise solely through the greater teaching quality of Teach First participants compared to those they displace, or whether spillovers raise standards across the department or somehow change the ethos within the school. 相似文献