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101.
In the spring of 2015, the University of Minnesota Libraries formed the Content Services department, which is comprised of Interlibrary Loan, Publishing Services, and the Copyright Permissions Service. These three service points, as well as additional Library units, work together with campus partners to save students money on their course materials through a variety of programs and pilot projects. By employing multiple avenues to help faculty and students put affordable content into their existing workflows for providing and accessing required readings, the University of Minnesota Libraries are ensuring that there are many options available that support coursework and ultimately student success. 相似文献
102.
The 2016 Orlando shooting offers an intriguing lens through which to evaluate the boundaries of media frames in the interpretation of terrorism. Using an experimental design (N = 243), the current study investigated the effects of two dominant frames—the homophobic hate crime and the Islamic terrorist frame—on collective guilt, collective victimization, and pro–lesbian, gay, bisexual, transgender, and queer (LGBTQ) political action. In addition, political partisanship and social network diversity were evaluated as potential moderators. Compared to the Islamic terrorist frame, exposure to the homophobic hate crime frame increased collective guilt and decreased collective victimization, subsequently enhancing support for the LGBTQ community. Moreover, social network diversity was shown to override the framing effect, as individuals who reported high diversity were more likely to sign a petition in solidarity with the LGBTQ community, irrespective of frame condition. 相似文献
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The formative and summative uses of a Professional Development Portfolio: a Maltese case study 总被引:1,自引:0,他引:1
Deborah Chetcuti Patricia Murphy Grace Grima 《Assessment in Education: Principles, Policy & Practice》2006,13(1):97-112
The paper examines the rationale and the uses of portfolios in initial teacher education. This rationale is then applied to explore the development and implementation of the Professional Development Portfolio (PDP) as an integral part of the initial teacher education programme offered by the Faculty of Education, University of Malta. The paper considers the responses of students and lecturers to this mode of assessment; in particular, how the tensions between the formative and summative functions of portfolios were experienced and responded to at institutional level. The paper is the result of the debates and discussions among the three authors. Deborah Chetcuti and Grace Grima were directly involved in the development of the assessment innovation, Patricia Murphy was a visiting academic and external examiner during the period. 相似文献
105.
Jo Ann F. Murphy 《图书馆管理杂志》2017,57(7):742-757
In 2015, student learning programs at the University of Saskatchewan moved organizationally to the university library. While these services resided physically in the library as part of the Learning Commons partnership, this recent change presents the library with a new focus and responsibility for broader student learning support and academic skill development. Highlighting examples of organizational integration of student learning support, this article uses a proximity perspective, suggesting that geographical proximity of services in the learning commons does not go far enough to achieve the deeper collaboration and integration necessary for holistic and integrated learning, and that organizational proximity is needed. 相似文献
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Kate McInally 《Children‘s Literature in Education》2008,39(3):187-200
Novels that prioritise the connectedness and strength of girls’ friendships without employing the pervasive trope of “mean
girls”—those who typically divide in order to conquer other girls—are potentially empowering in their refusal to perpetuate
limited and binary accounts of adolescent femininity. While Ann Brashares’ cult novel (now film), The Sisterhood of the Traveling Pants (2005a; originally 2002) appears to be representative of this textual shift, underpinning the overt call to value girls’ relationships
is a deeply conservative, assimilationist narrative that relies on an acceptance of traditional patriarchal values. This article
analyses the ways in which the novel appropriates “multicultural difference” to valorise, sustain and naturalise the central
position and authority of patriarchy in the lives of young girls, regardless of their cultural heritage.
Kate McInally currently works as a research fellow, and teaches children’s literature at Deakin University, Burwood, Australia.
Her particular research interests are feminist, queer and Deleuzean theory, representations of girl–girl desire in young adult
fiction, and multicultural children’s fiction. 相似文献
108.
Phillippo Kate Griffin Briellen Del Dotto B. Jacob Lennix Crystal Tran Ha 《The Urban Review》2021,53(4):591-616
The Urban Review - School choice policy is ubiquitous in urban school districts. Evidence suggests that it has not fully delivered on its proponents’ promises of equitable educational... 相似文献
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Karen Kurotsuchi Inkelas William J. Zeller Rena K. Murphy Mary L. Hummel 《About Campus》2006,10(6):10-16
Residence halls at large institutions are increasingly becoming sites for powerful undergraduate learning experiences. A study of living‐learning programs at four research universities—the prelude to a nationwide project—tells an important story. 相似文献