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901.
Jennifer A. Delaney 《Compare》2013,43(3):387-409
This study extends Trow’s theory of higher education development to examine changes in national-level tertiary education graduation rates. Applying Trow’s framework we arrive at three stages: (1) elite systems with gross tertiary graduation rates less than 15%, (2) massified systems with gross tertiary graduation rates between 15% and 50%, and (3) universal systems with gross tertiary graduation rates above 50%. This study conducts event history analyses using a unique cross-national panel dataset, which spans the time period from 1999–2005. Following the work of Berry and Berry, our event history analyses model both the internal features of each country and the influence that nation-states have on each other with regard to setting tertiary education graduation policy. We find significant influences of both internal determinants and diffusion factors. We find a positive, significant effect of membership in the OECD consistent across both the massified and universal thresholds. We also find a positive, significant effect of having a more stable political system for crossing the 15% threshold. In addition, being located near a pioneering nation, the UK, has a positive, significant effect of crossing the 50% threshold. 相似文献
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Jennifer Hillman 《Educational gerontology》2013,39(6):513-527
One in 166 grandparents will become grandparent to a child with autism. A review of empirical studies suggests that these grandparents experience significant role confusion. They provide the autistic child's parents—who are more likely to be depressed, single, or divorced—with both burden (e.g., conflict regarding behavioral symptoms) and emotional and instrumental support (e.g., childcare; financial assistance; advocacy). Unique stressors of autism upon families include social isolation and financial burden. Custodial grandparents face additional stressors. Opportunities for education, practice, and policy that are designed to help grandparents redefine their role, share in the diagnosis and treatment of autism, and obtain social support are advanced. 相似文献
904.
Jennifer G. Cromley Tony Perez Theodore W. Wills Jacqueline C. Tanaka Erin McNamara Horvat Emily Tancredi-Brice Agbenyega 《Contemporary educational psychology》2013
In laboratory studies, induced stereotype threat shows negative effects on academic performance and learning. Is the relation between stereotype threat and grades robust in naturalistic settings, specifically in introductory STEM courses? We gathered data on two new measures we term race and sex stereotype bias, which were administered four times over the course of introductory chemistry and biology courses for STEM majors (N = 1358). Patterns of growth for all stereotype bias measures showed a discontinuous pattern, with increases during each semester (fall and spring) and decreases between semesters. For all stereotype bias measures, sophomores scored significantly higher than freshmen, and juniors scored in between. For the sex stereotype bias measure, females scored significantly higher than males. There were no race or sex differences on slopes of growth; though groups began at different levels, all grew at the same rate. There was little relation between grades and stereotype bias when analyzed by race; Asian students showed the largest number of significant – albeit small – correlations (3) and Black students the fewest (none). Correlations between grades and sex stereotype bias were significant and negative – but small – only for males. Results support a point made by Steele in 1997 but neglected since then; stereotype threat may affect only a small sub-portion within stereotyped groups. We argue that variables other than stereotype threat might be better targets for research attempting to explain gaps in STEM achievement and retention. 相似文献
905.
Prior studies have shown that the variables described in the Opportunity–Propensity (O–P) Framework have successfully accounted for the mathematics and science achievement of students in grades 1–3 and 8–12. The two goals of the present study were to (1) determine whether the O–P Framework could also account for individual differences in the early mathematics skills of low-income, pre-kindergarten children and (2) determine whether latent variables constructed from measured variables would account for performance in the manner specified in the O–P model. The O–P Framework assumes that high achievement in mathematics is a function of three categories of factors: (a) antecedent factors, variables that operate early in a child’s life and explain the emergence of opportunities and propensities, (b) opportunity factors, variables that measure a child’s opportunity to learn mathematics content at home and school, and (c) propensity factors, variables that capture a child’s propensity for learning in terms of self-regulation, motivation, and prior cognitive skills. To test the fit of this model for low-income children during the year before they attend kindergarten, the authors conducted a secondary analysis of achievement and background data from the Early Childhood Longitudinal Study-Birth (ECLS-B) Cohort data set. Structural equation modeling indicated significant associations between the antecedent factor, opportunity factor, and propensity factor, and between the opportunity factor and pre-kindergarten mathematics achievement. The results confirmed the fit of the model and identified the kinds of learning experiences that could promote the acquisition of mathematics skills in low-income children and improve their readiness to learn in first grade and beyond. 相似文献
906.
This experimental study investigated connections between subject expertise and multitasking ability among college students. One hundred thirty college students participated in the study. Participants were assessed on their subject expertise and reading tasks under three conditions: (a) reading only (silence condition), (b) reading with a video playing in the background (background multitasking condition), and (c) reading and watching video simultaneously (test multitasking condition). The data indicated that the participants performed best in the background condition; the experts scored better than the novices; experts performed better when the reading-comprehension questions were more difficult. Implications for teaching are discussed. 相似文献
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Richard C. Gershon Jerry Slotkin Jennifer J. Manly David L. Blitz Jennifer L. Beaumont Deborah Schnipke Kathleen Wallner‐Allen Roberta Michnick Golinkoff Jean Berko Gleason Kathy Hirsh‐Pasek Marilyn Jager Adams Sandra Weintraub 《Monographs of the Society for Research in Child Development》2013,78(4):49-69
910.