全文获取类型
收费全文 | 968篇 |
免费 | 18篇 |
国内免费 | 1篇 |
专业分类
教育 | 723篇 |
科学研究 | 18篇 |
各国文化 | 22篇 |
体育 | 68篇 |
文化理论 | 7篇 |
信息传播 | 149篇 |
出版年
2023年 | 8篇 |
2022年 | 7篇 |
2021年 | 22篇 |
2020年 | 43篇 |
2019年 | 44篇 |
2018年 | 70篇 |
2017年 | 61篇 |
2016年 | 59篇 |
2015年 | 23篇 |
2014年 | 55篇 |
2013年 | 196篇 |
2012年 | 25篇 |
2011年 | 27篇 |
2010年 | 20篇 |
2009年 | 26篇 |
2008年 | 31篇 |
2007年 | 27篇 |
2006年 | 23篇 |
2005年 | 18篇 |
2004年 | 11篇 |
2003年 | 19篇 |
2002年 | 10篇 |
2001年 | 26篇 |
2000年 | 19篇 |
1999年 | 8篇 |
1998年 | 7篇 |
1997年 | 2篇 |
1996年 | 6篇 |
1995年 | 5篇 |
1994年 | 5篇 |
1992年 | 8篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 5篇 |
1987年 | 8篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1982年 | 4篇 |
1981年 | 3篇 |
1979年 | 6篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1967年 | 3篇 |
1906年 | 2篇 |
排序方式: 共有987条查询结果,搜索用时 15 毫秒
981.
Madeline Kelly 《The Journal of Academic Librarianship》2014,40(6):585-591
Collection assessment is a key component of collection development, budget allocation, and justification of library collections. Unfortunately, comprehensive collection assessment is daunting, subject to the weaknesses of individual tools and the overwhelming number of subject areas to assess. Few studies have attempted systematic assessment projects using multiple tools or methods, nor have many attempted to assess an entire collection subject-by-subject. This study implements an alternative to the single-tool model, combining multi-tool analysis with a systematic, subject-by-subject approach to the collection. The goal was to determine whether such a model of collection assessment was feasible in an academic library setting, providing usable data without overinvestment of manpower and resources. To this end, the method was tested in a pilot program at George Mason University (Mason), assessing three subjects at varying levels of depth. While there was concern that the methodology would prove too ambitious for full-scale implementation, the pilot yielded valuable, tangible results in a timely manner and provides a solid model for future assessment efforts at Mason and elsewhere. 相似文献
982.
Savannah L. Kelly 《College & Undergraduate Libraries》2014,21(1):90-98
The general research paper, despite its prevalence in higher education, has had limited success in the classroom for decades. Although academic librarians recognize the value of source-based writing and have continually partnered with faculty on this type of assignment, we are equally aware of the inherent limitations and difficulties of this traditional writing requirement. This column argues for an alternative vision to the general research paper, one that embraces a rhetorical context and offers academic librarians a more prominent role in assignment design on their campuses. 相似文献
983.
William N. Myhill Renee Franklin Hill Kristen Link Ruth V. Small Kelly Bunch 《Journal of Research in Special Educational Needs》2012,12(4):201-216
US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher‐librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that meet the needs of students with disabilities. Project ENABLE (Expanding Nondiscriminatory Access by Librarians Everywhere) was created to respond to this shortfall by designing, implementing and evaluating a professional development programme in New York State. The project applies a social model of disability to help 100 TLs, special educators and general educators further develop their skills and resources by teaming together to create an inclusive environment for all students. This is achieved through the use of universal design principles, appropriate assistive and other technologies, an emphasis on person‐first language and sensitivity simulations, a focus on inclusive lesson planning, and by developing collaboration capacity among participant teams. Curriculum development, data collection and analyses are presented. The effect of the Project ENABLE trainings was significant in terms of higher levels of skill and knowledge reported by participants for creating accessible library programmes, advancing inclusive education and building effective collaborations. Drawing from their workshop learning and resources, participant teams developed action plans to implement during the 2011–2012 school year. This project underscores the importance of TLs in the education of all students, including those with disabilities. Higher education and local professional development programmes must place greater emphasis on preparing TLs to perform this role effectively and confidently. 相似文献
984.
Magnetic compass orientation in C57BL/6J mice 总被引:1,自引:0,他引:1
We report evidence for a robust magnetic compass response in C57BL/6J mice. Mice were trained to build their nests in one
of four magnetic directions by creating a light gradient along the long axis of a rectangular cage and positioning a nest
box at the opposite (dark) end. The mice were then tested overnight in a circular, visually symmetrical arena in one of four
magnetic field alignments. The positions of the nests built in the test arena showed strong unimodal orientation in the magnetic
direction coinciding with the dark end of the training cage. 相似文献
985.
Innovative Higher Education - 相似文献
986.
987.