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981.
This paper explores disciplinary approaches to knowledge production and the supervision of doctoral students in the context of New Zealand’s current Performance Based Research Fund (PBRF). In the last decade New Zealand has experienced significant changes to the way doctoral students are funded by central government. Funding has moved away from a ‘head count’ model to one that rewards specific performance criteria of staff and timely completion of students. In the new regime, research outputs by way of peer reviewed publications, conference presentations, grant awards, postgraduate completions and so forth constitute the significant markers of such performance. Yet in general terms, the production of knowledge varies considerably by academic discipline. This paper uses qualitative methods to explore the potential for the PBRF to privilege some approaches to knowledge production (and models of doctoral supervision) while challenging the viability of others. 相似文献
982.
Keith E. Weiss Jeanne B. Repetto 《Community College Journal of Research & Practice》2013,37(8):709-710
The authors report on a survey of services and supports provided to students with disabilities at 28 community colleges and 39 area vocational technical centers in Florida. Supports were classified into 7 categories: counseling services, equipment supports, campus environment, student‐centered supports, developmental labs, program or course flexibility, and unique programs. 相似文献
983.
Steven Anderson 《The American journal of distance education》2013,27(3):58-64
Abstract This article briefly reviews and compares three offerings of graduate degrees via the Internet—two Master's programs in the field of Management and one Master's program in the area of Library and Information Science. Three different management degrees offered by the University of Phoenix, the Master of Arts in Management offered by The Graduate School of America, and the Master of Science in Library and Information Science offered by the University of Illinois at Urbana‐Champaign are described according to each program's online and printed prospectus. Based on this information, the three programs are compared and evaluated. The article concludes with a “Consumer's Guide” that formulates some key questions that any potential student of these types of programs should ask before enrolling in such a program. 相似文献
984.
985.
986.
987.
Kosovo emerged from a period of conflict with Serbia only after an extensive NATO bombing campaign against Serbia. While the
final political status seems settled with its declaration of independence in 2008, much remains to be determined. Preceding
the declaration of independence and following it, Kosovo is an emerging democracy which is actively developing its own distinct
institutions. In support of teacher development in Kosovo is the Kosovo Educator Development Program (KEDP) which was to act
as the lead agency for teacher training in the region. The KEDP was an $8 million development initiative funded by the Canadian
International Development Agency (CIDA). As the lead agency for teacher training promoted a major reform of preservice teacher
training, and in particular the establishment of a new Faculty of Education for the University of Prishtina (UP). By the end
of 2004, the consensus was that the new Faculty of Education seemed to be a success but that it was still in a very fragile
state. Fragile indeed – the reform process has been seriously challenged as the initial and reformed-minded Dean was replaced
in controversial (allegedly illegal) decanal elections which installed a more conservative and anti-reformist Dean and Pro-Deans.
Each side has strong views, but what are they? What are the issues of the antagonists and protagonists in this dispute? To
answer these questions the authors will discuss the changing context of Kosovo teacher education, and using a reflective narrative
as a methodology will frame the perspectives key sources and their views of the reform challenges facing to new Faculty of
Education. This is followed by a discussion seeking a greater understanding of these conflicting perspectives. 相似文献
988.
989.
Kathy Seddon Keith Postlethwaite Matthew James Kevin Mulryne 《Education and Information Technologies》2012,17(4):431-449
The National College for School Leadership (now the National College) exists to serve the development needs of school leaders
in England. The College has begun to use web conferencing in several areas of its work including its professional development
programmes, strategic initiatives and support and networking opportunities. Web conferencing tools offer a range of modes
of interaction including audio, chat, text, desktop sharing, presentations and video conferencing. It thus has the potential
for multi-process learning. The research reported here investigated the ways in which multi-process learning using these tools
can be understood. It asked ‘What insights can be gained into the learning processes occurring in synchronous online seminars involving experienced educators? A literature review was carried out to provide background on the current thinking about learning through web conferencing
and to explore factors that might be essential for the collective construction of knowledge in this context. Recorded internal
and external NCSL web conferences were chosen as case studies; these provided the data for independent qualitative analysis
by each of the researchers. From this analysis a model of the learning processes, identified in the data, was developed and
related to the current literature. The major findings and model were further reviewed, in the light of their own web-conferencing
experiences, by a large number of expert College educators. The resulting ‘model of multi-process learning in web conferencing’ identifies the part played by social, informational, individual internalisation and co-construction stages in multi-process
learning. 相似文献
990.
Joseph F. T. Nese Gina Biancarosa Daniel Anderson Cheng-Fei Lai Julie Alonzo Gerald Tindal 《Reading and writing》2012,25(4):887-915
This study examined the type of growth model that best fit within-year growth in oral reading fluency and between-student
differences in growth. Participants were 2,465 students in grades 3–5. Hierarchical linear modeling (HLM) analyses modeled
curriculum-based measurement (CBM) oral reading fluency benchmark measures in fall, winter, and spring with grade level and
student characteristics (including special education and Limited English Proficiency status) as covariates. Results indicated
that a discontinuous growth model fit the data better than a linear growth model, with greater growth in the fall than in
the spring. Oral reading fluency growth rates also differed by grade and student characteristics. Implications for school
practice and research are discussed. 相似文献