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991.
992.
Today, there is increasing concern about the health of basic research, yet considerable disagreement about its definition. This paper examines the way in which the term is used in everyday practice. Drawing upon interviews with British and American scientists and policy-makers, we identify six different definitions currently in use. Given the utility and flexibility of the concept, it is useful to ask what function it serves, and whether we should develop new terminology. 相似文献
993.
Michael L. Hecht - Michael L. Hecht is a Liberal Arts Research Professor in the 《Journal of Applied Communication Research》2007,35(4):343-349
This paper tells the story of the multi-layered translational process of the Drug Resistance Strategies Project. The Drug Resistance Strategies Project provides an exemplar of translational scholarship, translating adolescent narratives about their substance use experiences into an efficacious, substance abuse prevention middle school curriculum. The curriculum, called keepin' it REAL, was developed using the principle of cultural grounding and translational performances and has been found to reduce adolescent substance use. The authors tell the story of this project from its inception to its current role as a model substance abuse prevention program. 相似文献
994.
995.
With the increasing demand for doctoral education, co-supervision, understood as the formally agreed supervision of a research student by two or more academics in doctoral programmes, has become common practice in postgraduate circles in the UK. If supervision with one supervisor is complex due to personal, academic, ethical and sometimes cross-cultural issues, having two supervisors makes this process sufficiently challenging in practice to be specifically investigated in research, not least because of the additional communication issues. However, co-supervision is under-explored in the academic literature. In this article we look at the experience of co-supervision as reported by co-supervisors and those supervised by them in a UK university department within an arts and social sciences faculty, and aim to contribute to the literature on co-supervision by considering co-supervisors’ and their supervisees’ perspectives on co-supervision practices. Amid a general welcoming of the practice, with both parties seeing co-supervision entailing learning opportunities – for co-supervisors, learning from colleagues; for supervisees, learning from two experienced researchers – we report shared and specific concerns of these two groups. Time is a concern for both groups, but in different ways. Particularly interesting is the issue of harmony between the co-supervisors, including in feedback, the desirability of which will be perceived differently within any co-supervisor–supervisee relationship. The need for awareness-raising for co-supervisors as regards what their supervisees may feel but may not articulate may be greater for co-supervision than solo-supervision arrangements, given the additionally complex web of institutional and interpersonal relationships co-supervision entails. 相似文献
996.
Jane Edwards 《International journal of qualitative studies in education》2017,30(7):621-634
Increasingly, the third-level sector across the world has acknowledged a hopeless track record of promoting and retaining competent women in leadership roles. However, change, in terms of women’s contribution and participation, has been minimal at least, or gradual at the most optimistic. In this paper, a woman with more than two decades experience as a full-time academic in the field of higher education relates her sense of loss and purposelessness when attempts to reach for a higher level position were consistently unsuccessful. Using autoethnography she relates her experiences of sexism in higher education, and the ways in which sexism turns into oppression through silencing. She proposes how her experiences point to the need for change, and she indicates that training to reduce gender bias has been proven to improve feelings of workplace fit for participants who collaborate with people who have addressed their gender bias. 相似文献
997.
Matthew effects in young readers: reading comprehension and reading experience aid vocabulary development 总被引:1,自引:0,他引:1
The authors report data from a longitudinal study of the reading development of children who were assessed in the years of their 8th, 11th, 14th, and 16th birthdays. They examine the evidence for Matthew effects in reading and vocabulary between ages 8 and 11 in groups of children identified with good and poor reading comprehension at 8 years. They also investigate evidence for Matthew effects in reading and vocabulary between 8 and 16 years, in the larger sample. The poor comprehenders showed reduced growth in vocabulary compared to the good comprehenders, but not in word reading or reading comprehension ability. They also obtained lower scores on measures of out-of-school literacy. Analyses of the whole sample revealed that initial levels of reading experience and reading comprehension predicted vocabulary at ages 11, 14, and 16 after controlling for general ability and vocabulary skills when aged 8. The authors discuss these findings in relation to the influence of reading on vocabulary development. 相似文献
998.
999.
Meg Maguire Jane Perryman Stephen Ball Annette Braun 《British Journal of Sociology of Education》2011,32(1):1-16
In this paper we describe some of the complexities involved in the construction of a sample of ‘ordinary’ schools. We outline the policy context in England that produces pressures to resist ‘ordinariness’. The paper then explores two theoretical tools, fabrication and rhetoric, that are deployed in an analysis of some key artefacts of fabrication from schools in England. Through an examination of artefacts such as school brochures and websites, this paper asks whether there are any ‘ordinary’ schools in these performative times? 相似文献
1000.
This article aims to identify the learning needs of expectant and new parents for antenatal education as perceived by health professionals. In Australia, antenatal education programs are predominantly designed by health professionals, and recent research has challenged the efficacy of this approach. The data collected from 73 health professionals, reported here, demonstrates that their perceptions of the concerns and interests of expectant and new parents were divided into three interrelated categories: "need to know...what's happening," "they won't listen," and "balanced information." The health professional ideas for improving antenatal education were limited and identified a reluctance to change practice. 相似文献