全文获取类型
收费全文 | 823篇 |
免费 | 15篇 |
专业分类
教育 | 687篇 |
科学研究 | 14篇 |
各国文化 | 11篇 |
体育 | 37篇 |
文化理论 | 4篇 |
信息传播 | 85篇 |
出版年
2021年 | 7篇 |
2020年 | 4篇 |
2019年 | 11篇 |
2018年 | 29篇 |
2017年 | 18篇 |
2016年 | 17篇 |
2015年 | 17篇 |
2014年 | 20篇 |
2013年 | 188篇 |
2012年 | 25篇 |
2011年 | 29篇 |
2010年 | 20篇 |
2009年 | 17篇 |
2008年 | 18篇 |
2007年 | 16篇 |
2006年 | 16篇 |
2005年 | 14篇 |
2004年 | 17篇 |
2003年 | 13篇 |
2002年 | 26篇 |
2001年 | 7篇 |
2000年 | 19篇 |
1999年 | 13篇 |
1998年 | 5篇 |
1997年 | 15篇 |
1996年 | 14篇 |
1995年 | 15篇 |
1994年 | 13篇 |
1993年 | 18篇 |
1992年 | 6篇 |
1991年 | 14篇 |
1990年 | 11篇 |
1989年 | 7篇 |
1988年 | 9篇 |
1987年 | 8篇 |
1986年 | 10篇 |
1985年 | 10篇 |
1984年 | 10篇 |
1983年 | 10篇 |
1982年 | 11篇 |
1981年 | 5篇 |
1980年 | 7篇 |
1979年 | 11篇 |
1978年 | 11篇 |
1977年 | 6篇 |
1976年 | 11篇 |
1975年 | 5篇 |
1974年 | 5篇 |
1971年 | 6篇 |
1968年 | 4篇 |
排序方式: 共有838条查询结果,搜索用时 15 毫秒
41.
Donna Cross Helen Monks Marg Hall Thérèse Shaw Yolanda Pintabona Erin Erceg Greg Hamilton Clare Roberts Stacey Waters Leanne Lester 《British Educational Research Journal》2011,37(1):105-129
A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied. 相似文献
42.
Student perceptions of the information professions and their master's program in information studies
Joan M. Cherry Wendy M. Duff Nalini Singh Luanne Freund 《Library & information science research》2011,33(2):120-131
Library and information (LIS) education is undergoing a major transformation. During this time of change, there is a pressing need for data from all stakeholder groups to support strategic decisions within individual schools and across the discipline as a whole; students are a key stakeholder group. This paper reports on a 4-year study of master's students enrolled in an institution undergoing a transition toward an iSchool. The self-administered questionnaire was distributed to students enrolled in the Master of Information Studies program at the University of Toronto eight times: to incoming students in the fall term for 4 years, and to the entire student body in the spring term of those same years. The data collected from approximately 1000 questionnaires indicate that students arrive excited about the information professions and optimistic about employment opportunities. As they progress through the program, however, many are not satisfied with professional aspects of their program. They want courses that prepare them for their first professional position, and opportunities to gain experience, which they believe will increase their employability. The data from the 4-year period revealed fluctuations over the years, which indicates the value of examining longitudinal data. 相似文献
43.
44.
Guy Trainin Kathleen M. Wilson Malinda Murphy-Yagil Joan L. Rankin-Erickson 《Journal of Education for Students Placed at Risk》2014,19(3-4):183-195
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006; Calfee &; Patrick, 1995), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters. 相似文献
45.
46.
This article details the results of a 2011 study of cataloger librarians’ changing roles and responsibilities at academic Association of Research Libraries. The study participants, cataloging department heads, report that cataloger librarian roles are expanding to include cataloging more electronic resources and local hidden collections in addition to print materials. They are also creating non-MARC metadata. The increased usage of vendor products and services is also affecting the roles of cataloger librarians at some institutions. The article explores what skills cataloger librarians will need in the future and how libraries are providing training for that future. 相似文献
47.
48.
49.
50.