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151.
Rosanne W. Fortner Jae-Young Lee Jeffrey R. Corney Samantha Romanello Joseph Bonnell Brian Luthy 《Environmental Education Research》2000,6(2):127-141
During a 10-week period prior to the 1997 Kyoto conference on climate change, two parallel studies were conducted: Study 1 examined media portrayals of global warming and the certainty with which information was reported (percentage of 'hedging'); Study 2 was a telephone survey to assess public knowledge about key topics in global climate change, people's certainty about their information, trust in the media, and willingness to take action on global warming. Media reports were found to be scarce, and about half of the references to global warming were found to be hedged. More hedging was evident in the New York Times than in other print media and national television reports, and economic impacts of climate change were reported with the greatest certainty. The audience (N = 139 adults, average age 36–45, with at least a high school education) reported trusting their media sources more than 50% of the time. They were collectively fairly knowledgeable and certain about global warming information (9.1 on a scale of - 20 to + 20), and they appeared to be willing to adopt a range of responsible behaviors seen to be useful in countering global warming (average response 3.0 out of 4). The knowledge/certainty factor was described as 'attitude under uncertainty', and was significantly related to media trust (r = 0.325, p < 0.01) and willingness to act responsibly (r = 0.400, p < 0.01). Comparing Study 1 with Study 2, the research does not support a hypothesis that media hedging is related to uncertainty. Implications for environmental communicators are discussed. 相似文献
152.
We introduce a general approach for calculating the expected frequency of different types of dyadic interactions between animals
and illustrate it with two applications. The first application determines whether there are sex contact biases between male
and female Norway rat pups. We hypothesized that opposite-sex contact biases should be small, because it is likely that differences
in contact based on the sex of animals would interfere with other biological functions, such as group temperature regulation.
We found a small but significant bias of 3% in opposite-sex contacts. The second application reanalyzed J. B. Calhoun’s (1962)
data on antagonistic encounters between rats for two factors (sex and birth location), each with two levels. The results of
these two applications suggest that sex contact biases among pups are predictive of agonistic encounters among adults and
that this approach has general application to the analysis of dyadic interactions among animals. 相似文献
153.
154.
Student satisfaction with a course is important because it can contribute to student retention, and it can also be used as
one way to assess faculty effectiveness. This investigative work suggests that course satisfaction among non-traditional,
adult students seeking business degrees is positively influenced by giving attention to four specific service-based factors.
Based on feedback from 1,725 such students and 214 instructors at five institutions of higher education, a service-based model
of course satisfaction is proposed. This model focuses on four manageable variables that are observed as influencing adult
students’ satisfaction with a business course: relevancy of subject-matter, faculty subject-matter competency, faculty classroom
management, and student workload. 相似文献
155.
Jeffrey G. Bailey 《高等教育研究与发展》1999,18(3):343-359
The study focused on academic staff in a post‐1987 university, that is, a former college of advanced education which had been awarded university status as a result of the Australian Government's decision to have a Unified National System of universities. The focus of attention was motivation and self‐efficacy for teaching and research. The effect of faculty of affiliation, level of appointment, gender, qualifications, and research productivity on staff's self‐reported attributions for teaching and research were examined. Tutors, staff with bachelor degrees, academics with low research productivity, and women had higher teaching motivation. One faculty was lower in both research motivation and self‐efficacy, and associate professors and professors had high levels of research efficacy. Men and women had the same level of research motivation and self‐efficacy. Staff with higher degrees and greater research productivity were more motivated and self‐efficacious about research. The results suggest the need to understand more clearly how each individual's research motivation and self‐efficacy is constructed and to determine the best method of increasing motivation and self‐efficacy for teaching and research. 相似文献
156.
Kathryn M. Borman Bridget Cotner M. Yvette Baber Theodore Boydston William Katzenmeyer Gladis Kersaint Jeffrey Kromrey Reginald Lee Kazawaki Uekawa 《Journal of Educational Change》2004,5(3):249-266
In this paper, we present findings from a study assessing the impact of reforms on mathematics and science instruction to illustrate the multiple levels at which educational change must occur to promote student achievement and close achievement gaps. We undertake an analysis of the extent to which the rhetoric of national policy, in this case, the National Science Foundation's Urban Systemic Initiative, matches the realities of the day-to-day classroom practices we evaluated in our study. Addressed here is the problem of how applied anthropologists can broaden the scope of research and research findings from the edges of the societal mainstream to address larger policy issues. More globally, we discuss the influence of contemporary applied anthropologists and their colleagues who study marginalized groups on educational research. 相似文献
157.
Reconsidering Reliability in Classroom Assessment and Grading 总被引:1,自引:0,他引:1
Jeffrey K. Smith 《Educational Measurement》2003,22(4):26-33
It is argued that classroom assessment evolves from a different set of issues and demands from more traditional measurement concerns and that approaches to reliability developed from traditional concerns are not appropriate for most classroom settings. The assessment and grading issues for high school instruction are examined from the perspective of reliability. An alternative conceptualization of reliability, sufficiency of information, is proposed and explored. This conceptualization is based on the argument that at a rudimentary level, reliability theory is based on the notion of having enough information to make decisions or draw inferences. 相似文献
158.
Self‐report inventories are commonly administered to measure social‐emotional learning competencies related to college and career readiness. Inattentive responding can negatively impact the validity of interpreting individual results and the accuracy of construct validity evidence. This study applied nine methods of detecting insufficient effort responding (IER) to a social‐emotional learning assessment. Individual methods identified between 0.9% and 20.3% of respondents as potentially exhibiting IER. Removing flagged respondents from the data resulted in negligible or small improvements in criterion‐related validity, coefficient alpha, concurrent validity, and confirmatory factor analysis model‐data fit. Implications for future validity studies and the operational use of IER detection for social–emotional learning assessments are discussed. 相似文献
159.
In this study we examined the effect of heart rate and behavioral measures of attention on distractibility of 6-, 9-, and 12-month-old infants. The infants were presented with a toy, and a distractor was presented while they attended to the toy. The distractor was presented during heart rate changes indicating sustained attention or attention termination, or during periods of time when behavioral ratings indicated the infant was in focused or casual attention. There were longer distraction latencies during attentional engagement as defined by heart rate changes or behavioral ratings than for periods of inattention. Infants had the longest distraction latencies when heart rate and behavior measures were congruent with respect to attention engagement (heart rate deceleration and focused attention). Conversely, latencies were shortes for congruent values of inattention (heart rate acceleration and casual attention). Infant information processing may be greatest when a heart rate deceleration occurs simultaneously with an episode of focused attention. 相似文献
160.
Assessment items are commonly field tested prior to operational use to observe statistical item properties such as difficulty. Item parameter estimates from field testing may be used to assign scores via pre-equating or computer adaptive designs. This study examined differences between item difficulty estimates based on field test and operational data and the relationship of such differences to item position changes and student proficiency estimates. Item position effects were observed for 20 assessments, with items in later positions tending to be more difficult. Moreover, field test estimates of item difficulty were biased slightly upward, which may indicate examinee knowledge of which items were being field tested. Nevertheless, errors in field test item difficulty estimates had negligible impacts on student proficiency estimates for most assessments. Caution is still warranted when using field test statistics for scoring, and testing programs should conduct investigations to determine whether the effects on scoring are inconsequential. 相似文献