全文获取类型
收费全文 | 461篇 |
免费 | 4篇 |
专业分类
教育 | 373篇 |
科学研究 | 10篇 |
各国文化 | 9篇 |
体育 | 29篇 |
综合类 | 2篇 |
文化理论 | 2篇 |
信息传播 | 40篇 |
出版年
2022年 | 2篇 |
2020年 | 5篇 |
2019年 | 5篇 |
2018年 | 8篇 |
2017年 | 8篇 |
2016年 | 11篇 |
2015年 | 4篇 |
2014年 | 8篇 |
2013年 | 129篇 |
2012年 | 10篇 |
2011年 | 6篇 |
2010年 | 8篇 |
2009年 | 9篇 |
2008年 | 18篇 |
2007年 | 13篇 |
2006年 | 11篇 |
2005年 | 5篇 |
2004年 | 8篇 |
2003年 | 12篇 |
2002年 | 5篇 |
2001年 | 3篇 |
2000年 | 8篇 |
1999年 | 6篇 |
1998年 | 7篇 |
1997年 | 6篇 |
1996年 | 12篇 |
1995年 | 11篇 |
1994年 | 10篇 |
1993年 | 8篇 |
1992年 | 9篇 |
1991年 | 8篇 |
1990年 | 8篇 |
1989年 | 3篇 |
1988年 | 5篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 4篇 |
1984年 | 8篇 |
1983年 | 10篇 |
1982年 | 7篇 |
1981年 | 9篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 4篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1971年 | 3篇 |
1964年 | 1篇 |
排序方式: 共有465条查询结果,搜索用时 15 毫秒
31.
Larry L. Howard 《Economics of Education Review》2011,30(1):157-176
This paper estimates models of the transitional effects of food insecurity experiences on children's non-cognitive performance in school classrooms using a panel of 4710 elementary students enrolled in 1st, 3rd, and 5th grade (1999-2003). In addition to an extensive set of child and household-level characteristics, we use information on U.S. counties to control for potential confounding effects of the local economic and noneconomic environment on children's household transitions between states of food insecurity and food security. The time horizon of our analysis affords insight into factors underlying children's formation of non-cognitive skills and the efficiency of classroom-based educational production in elementary school. Overall, we find significant negative developmental effects for children with food insecurity at home; and that children experiencing an early transition from food insecurity in 1st grade to food security in 3rd grade have even larger impairments that persist through 5th grade. 相似文献
32.
Olivier Chapelle Shihao Ji Ciya Liao Emre Velipasaoglu Larry Lai Su-Lin Wu 《Information Retrieval》2011,14(6):572-592
We study the problem of web search result diversification in the case where intent based relevance scores are available. A
diversified search result will hopefully satisfy the information need of user-L.s who may have different intents. In this
context, we first analyze the properties of an intent-based metric, ERR-IA, to measure relevance and diversity altogether.
We argue that this is a better metric than some previously proposed intent aware metrics and show that it has a better correlation
with abandonment rate. We then propose an algorithm to rerank web search results based on optimizing an objective function
corresponding to this metric and evaluate it on shopping related queries. 相似文献
33.
Larry E. Stanfel 《Information processing & management》1983,19(1):37-50
Given the difficulty of designing and creating information systems of many components and interconnections, it is commonplace to find these tasks accomplished by means of a partition into subsystems. Later the distinct subsystems are made to interface with one another and an overall system is achieved. The purpose of the present paper is to point out the availability of methods for effecting the partition in optimal or approximately optimal ways. Clustering algorithms for the specific case of information systems are obtained and exemplified. 相似文献
34.
We explore the feasibility of automatically identifying sentences in different MEDLINE abstracts that are related in meaning.
We compared traditional vector space models with machine learning methods for detecting relatedness, and found that machine
learning was superior. The Huber method, a variant of Support Vector Machines which minimizes the modified Huber loss function,
achieves 73% precision when the score cutoff is set high enough to identify about one related sentence per abstract on average.
We illustrate how an abstract viewed in PubMed might be modified to present the related sentences found in other abstracts
by this automatic procedure. 相似文献
35.
Shu-Mey Yu Larry D. Yore 《International Journal of Science and Mathematics Education》2013,11(5):1233-1254
The purpose of this study was to investigate the quality, evolution, and position of university students’ argumentation about organic agriculture over a 4-week argument–critique–argument e-learning experience embedded in a first year university biology course. The participants (N??=??43) were classified into three groups based on their epistemological views. Data collected from individual arguments, group deliberations, and individual critiques were coded and analyzed to establish the quality and evolution of argumentation. Results indicated significant improvement in the quality of their justifications between the first and second arguments. Post-hoc comparison of epistemological groups indicated that the more constructivist-oriented students had a greater significant evolution of their justifications than the more empiricist-oriented students, but there was no significant main effect for epistemological orientation. Qualitative analysis of the intervening critiques indicated that some students incorporated or used other students’ arguments or counter-arguments to change their position or to enhance the justification of their original position on organic agriculture, while others appeared to be locked into a confirmation-bias stance and search for evidence that supported their original position and disregarded contradictory evidence. 相似文献
36.
This is a selective bibliography of 89 references on recruitment of minority students and faculty for graduate and professional schools and programs. Education, social sciences, and law literature were scanned for the years 1981 to 1991. Resources on recruitment in graduate and professional education are included, as well as a few relevant references of somewhat broader scope on diversity in higher education. This bibliography is divided into two parts: Part 1 is on student recruitment, Part 2 on faculty recruitment. Each part is subdivided into three sections—general literature, strategies and programs, and literature pertaining to particular fields of study or professions. 相似文献
37.
The primary purpose of this study was to examine the relation between full - time or part - time instructor status and college student retention and academic performance in sequential courses . Results indicate that for either developmental or regular courses, college students who take the first course in a sequence from a part - time instructor , and who take the second course in the sequence from a full - time instructor seem underprepared for the second course. By contrast to students experiencing other instructor status combinations (part - time / part - time , full - time / part - time , or full - time / full - time), these students are significantly less likely to either complete or achieve a grade of "C" or better in the second course. Sequential course instructor status, therefore, seems to be a predictor of college student success. Implications for practice pertaining to further research, college students, and institutions are discussed. 相似文献
38.
39.
This article compares history chapters in recent introductory early childhood education textbooks with those from an earlier study, reviewing history chapters on four dimensions: the rationale for the study of history, the dominant story of the history, the facts of the history, and the image of the history. Ten textbooks are reviewed, including six from the original study that are still in publication. Foundation textbooks are described as important sources of knowledge for beginning students. In the earlier study, the dominant story was derived mainly from the contributions of “giant thinkers” in psychology, education, and philosophy. A notable current trend is identified, that textbooks have improved their attention to international and non-Western developments. Nevertheless, while there is some evidence of a change in the presentation of history in the textbooks in the current survey, the article concludes by identifying some missing pieces, as in the original survey. 相似文献
40.
Larry Prochner 《Journal of Early Childhood Teacher Education》2013,34(1):31-42
The results of a survey of history chapters in thirteen recent introductory early childhood education textbooks are presented in this paper. The chapters were reviewed on four dimensions: The rationale for the study of history, the dominant story of the history, the facts of the history, and the image of the history. Textbooks are described as important sources of knowledge for beginning students. While the facts of the history in textbooks are mostly accurate, the dominant story is derived mainly from the contributions of “giant thinkers” in psychology, education, and philosophy. The article concludes by recommending increased attention to the missing pieces of ECE history. Three examples are given: the role of caring knowledge, international perspectives, and the relation of preschool to school history. 相似文献