全文获取类型
收费全文 | 6328篇 |
免费 | 89篇 |
国内免费 | 5篇 |
专业分类
教育 | 4658篇 |
科学研究 | 404篇 |
各国文化 | 103篇 |
体育 | 541篇 |
综合类 | 1篇 |
文化理论 | 68篇 |
信息传播 | 647篇 |
出版年
2022年 | 40篇 |
2021年 | 62篇 |
2020年 | 105篇 |
2019年 | 186篇 |
2018年 | 209篇 |
2017年 | 243篇 |
2016年 | 211篇 |
2015年 | 141篇 |
2014年 | 202篇 |
2013年 | 1467篇 |
2012年 | 169篇 |
2011年 | 155篇 |
2010年 | 132篇 |
2009年 | 151篇 |
2008年 | 184篇 |
2007年 | 166篇 |
2006年 | 147篇 |
2005年 | 142篇 |
2004年 | 122篇 |
2003年 | 118篇 |
2002年 | 123篇 |
2001年 | 93篇 |
2000年 | 118篇 |
1999年 | 102篇 |
1998年 | 71篇 |
1997年 | 62篇 |
1996年 | 83篇 |
1995年 | 72篇 |
1994年 | 70篇 |
1993年 | 66篇 |
1992年 | 86篇 |
1991年 | 68篇 |
1990年 | 72篇 |
1989年 | 59篇 |
1988年 | 50篇 |
1987年 | 49篇 |
1986年 | 46篇 |
1985年 | 50篇 |
1984年 | 38篇 |
1983年 | 29篇 |
1982年 | 42篇 |
1981年 | 52篇 |
1980年 | 42篇 |
1979年 | 40篇 |
1978年 | 43篇 |
1977年 | 24篇 |
1976年 | 36篇 |
1975年 | 24篇 |
1974年 | 27篇 |
1973年 | 19篇 |
排序方式: 共有6422条查询结果,搜索用时 15 毫秒
81.
82.
In order to emphasize the development of skills in helping the culturally disadvantaged, graduate students were given practicum placement in a Department of Labor-financed agency which gave counseling and employment training to disadvantaged youth. Students attended staff meetings, interviewed staff members concerning the work they performed, and discussed client contacts with caseworkers, in addition to interviewing agency clients. Increased awareness of problems, broadened conceptualizations, and expansion of interpersonal skills were seen as advantages of the practicum. Limitations included some lack of goal clarity and inefficiency of time use in dealing with this clientele. 相似文献
83.
84.
In Grutter vs. Bollinger, the U.S. Supreme Court ruled that the use of race as one factor, among many in admissions decisions is constitutional. It is not known, however, whether future legal opinions will continue to uphold the use of affirmative action policies. Some have argued that class-based preferences can achieve many of the same goals as in affirmative action while being more likely to withstand legal challenges. To date, no empirical studies have been conducted on the potential impact of a class-based admissions policy if implemented at an undergraduate institution. This paper reports on a study at a selective public college and compares a number of outcomes under three admissions models: the original admissions decisions, a purely academic model, and an socio-economic status (SES)-based model. The findings showed that use of the SES-based model would have led to a more academically qualified class than in the original admitted class while maintaining substantially greater student diversity that was found under the academic model. An admissions policy based on preferences for socio-economically disadvantaged applicants appears to hold promise for other colleges and universities with similar institutional and applicant characteristics. The ideas and research design reported in this paper are based on the doctoral dissertation study of the second author, Undergraduate Admissions Models Incorporating Socioeconomic Factors (Johnson, 2000). 相似文献
85.
Paul A. Eniaiyeju 《科学教学研究杂志》1983,20(8):795-801
A comparison is made of the relative effectiveness of teacher-demonstration and self-paced modes of teaching concepts and problem-solving skills in chemistry. Sixty students were randomized into two treatment groups. A self-paced instructional package was used by subjects in the self-paced group. Subjects in the second group were taught by a teacher who used the same self-paced package. Results of the analyses of variance performed showed that the selfpaced mode of instruction was significantly more effective for teaching concepts and problem-solving skills. An attitude test was given at the end of the third unit. Results of the test showed that most students preferred the self-paced instruction to the teacher-demonstration method. 相似文献
86.
87.
Mairéad Foody Helena Murphy Paul Downes James O’Higgins Norman 《Pastoral Care in Education》2018,36(2):126-140
The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013. 相似文献
88.
Rhonda N. T. Nese Paul Meng Sarah Breiner Erin Chaparro Robert Algozzine 《Journal of Research on Technology in Education》2020,52(2):148-162
AbstractTraditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effectiveness in meeting the needs of key stakeholders. Focus groups were conducted with teachers, administrators, and other specialists to gather feedback on content as well as how online learning modules (OLMs) could be tailored to meet specific school site and team needs. We discuss our findings in the context of continuing efforts to improve general and specific professional development opportunities. 相似文献
89.
Cameron's (1978, 1986) nine postulated dimensions of effectiveness in U.S. tertiary institutions were tested in an Australian sample. The findings suggested that higher education administrators should exercise caution when extrapolating from Cameron's results at least in the Australian context. Areas for future research are also suggested by cross-cultural comparisons.We would like to acknowledge the assistance of Peat, Marwick, Mitchell & Co in administering this survey. 相似文献
90.
Acknowledging the affective in higher education 总被引:1,自引:0,他引:1
This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses. 相似文献