全文获取类型
收费全文 | 3962篇 |
免费 | 64篇 |
国内免费 | 4篇 |
专业分类
教育 | 2907篇 |
科学研究 | 268篇 |
各国文化 | 70篇 |
体育 | 360篇 |
综合类 | 1篇 |
文化理论 | 37篇 |
信息传播 | 387篇 |
出版年
2022年 | 21篇 |
2021年 | 41篇 |
2020年 | 69篇 |
2019年 | 115篇 |
2018年 | 138篇 |
2017年 | 154篇 |
2016年 | 133篇 |
2015年 | 92篇 |
2014年 | 127篇 |
2013年 | 914篇 |
2012年 | 117篇 |
2011年 | 101篇 |
2010年 | 86篇 |
2009年 | 101篇 |
2008年 | 122篇 |
2007年 | 111篇 |
2006年 | 103篇 |
2005年 | 98篇 |
2004年 | 90篇 |
2003年 | 75篇 |
2002年 | 78篇 |
2001年 | 52篇 |
2000年 | 62篇 |
1999年 | 62篇 |
1998年 | 45篇 |
1997年 | 44篇 |
1996年 | 61篇 |
1995年 | 47篇 |
1994年 | 51篇 |
1993年 | 34篇 |
1992年 | 50篇 |
1991年 | 38篇 |
1990年 | 44篇 |
1989年 | 36篇 |
1988年 | 29篇 |
1987年 | 24篇 |
1986年 | 27篇 |
1985年 | 23篇 |
1984年 | 21篇 |
1983年 | 15篇 |
1982年 | 24篇 |
1981年 | 29篇 |
1980年 | 27篇 |
1979年 | 18篇 |
1978年 | 21篇 |
1977年 | 12篇 |
1976年 | 19篇 |
1975年 | 14篇 |
1974年 | 20篇 |
1973年 | 15篇 |
排序方式: 共有4030条查询结果,搜索用时 15 毫秒
891.
892.
We study the effects of the large expansion in British educational attainment that took place for cohorts born between 1970 and 1975. Using the Quarterly Labour Force Survey, we find that the expansion caused men to increase education by about a year on average and gain about 8% higher wages; women obtained a slightly greater increase in education and a similar increase in wages. Clearly, there was a sizeable gain from being born late enough to take advantage of the greater educational opportunities offered by the expansion. Treating the expansion as an exogenous increase in educational attainment, we obtain instrumental variables estimates of returns to schooling of about 6% for both men and women. 相似文献
893.
894.
895.
896.
897.
898.
899.
Paul Grob 《Journal of Jewish Education》2013,79(4):19-24
The title of my contribution could as well be “Cassandra Lives,” though one might hope that even this precarious reading of the future may have a more salutary effect than those of the star-crossed ancient seer. 相似文献
900.
Paul M. Biner Raymond S. Dean Anthony E. Mellinger 《The American journal of distance education》2013,27(1):60-71
Abstract Two investigations were conducted to identify the major dimensions of distance learner satisfaction with live‐broadcast, interactive (one‐way video, two‐way audio) televised college‐level courses. In the first study, factor analyses were used to explore the responses of 201 currently enrolled students to the Telecourse Evaluation Questionnaire. The analyses identified seven distinct dimensions of course satisfaction. A comparable study was conducted one year later using a different sample of 177 distance learners who were also enrolled in the televised courses. A factor analysis of these data validated the original results in that, as predicted, seven comparable dimensions were identified. Overall results are discussed in terms of the practical benefits the research offers to both program personnel and evaluation researchers. 相似文献