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991.
Rachel Weber 《Journal of Cultural Economy》2016,9(6):587-603
Economists characterize fluctuations in property markets as ‘cyclical’ in that characteristics repeat and recur instead of being temporally isolated or random. I argue that cycle metaphors naturalize change and distract us from the social and institutional relations underpinning transformation in local property markets. I emphasize the performative nature of cycles by focusing on the networks of actors – brokers, appraisers, investors, and planners – that move capital through the built environment, articulating arguments for its free passage, identifying inflexion points, and temporarily stabilizing the meanings associated with individual buildings, submarkets, and periods. Drawing from a case study of an office development cycle in downtown Chicago (1998–2009), I argue that cycles can be treated not only as metaphors that describe economic processes, but also as socially effective constructions in their own right. Specifically, I consider three ways in which actors perform cycles, including (1) professionals’ use of market devices that contain within them assumptions regarding the proper timing of (dis)investment; (2) the existence of incentives for herding among professionals that draw them to and away from assets at roughly the same times; and (3) the importance of cycle thinking in instilling the confidence necessary to speculate on an unknown future. 相似文献
992.
This article analyzes President Barack Obama’s remarks following the acquittal of George Zimmerman on the charge of murdering Trayvon Martin. Speaking directly to, for, or about African Americans would lead some to accuse him of speaking primarily as a black man, while ignoring the idea of race would lead some to accuse him of failing to acknowledge its omnipresence in American life. To manage these constraints, the president employed what we have termed a doubled persona; that is, he enacted two different speaking personae and envisioned a distinct audience persona for each speaking persona: He spoke both as a black president and as a president who is black. 相似文献
993.
Laurie Miller Brotman Kathleen Kiely Gouley Colleen O'Neal Rachel G. Klein 《Early education and development》2004,15(4):387-406
Younger siblings of adolescents with histories of antisocial behavior are at high risk for developing conduct problems. Information about risk exposure in youths at familial risk for conduct problems is critical to the design of informed preventive interventions. The prevalence of well-validated risk factors for conduct problems was examined in a sample of 92 preschool-aged siblings of adjudicated youths. As expected, preschoolers at familial risk for conduct problems were exposed to a range of sociocultural, biological, and parenting risks. Risk exposure was associated with concurrent conduct problems and social competence in the preschool period. Only a minority of preschoolers was reported by parents to have clinically significant conduct problems, and this subgroup had more risks than children with conduct problems in the normal range. Findings are discussed in the context of preventive interventions for high-risk children and families. 相似文献
994.
Rachel Szczytko Kathryn Stevenson M. Nils Peterson John Nietfeld Renee L. Strnad 《Environmental Education Research》2019,25(2):193-210
Environmental education (EE) practitioners struggle to consistently and rigorously evaluate their programs, particularly when little time is available for evaluation. Since environmental literacy (EL) is the goal of environmental education, a very short EL instrument – amenable to use when longer tests are not practical for practitioners – would address an important EE need. We describe the development and validation of the Environmental Literacy Instrument for Adolescents (ELI-A) that is short enough for use in field applications (i.e. 5–15 min) and measures four domains of environmental literacy (ecological knowledge, hope, cognitive skills, behaviour). Factor analysis, item response theory, and concurrent validity tests were used in the validation process. Structural equation modelling supported the fit between the ELI-A and prevailing EL frameworks. The results support a valid and reliable instrument that is short enough for practical use but comprehensive in measuring four primary components of EL. This instrument could help fulfil the call to evaluate EE programming in both formal and informal settings. 相似文献
995.
Understanding fractions has been a pervasively difficult skill for struggling math learners, yet it is essential for success in secondary level mathematics skills. The present systematic review examined the evidence base of fraction interventions for elementary level students identified as struggling math learners. Twelve studies met inclusion criteria and were reviewed for (a) instructional focus (b) instructional components, and (c) effectiveness of the intervention on fraction performance. The majority of studies had a primary instructional focus on conceptual knowledge of fraction learning. Results of the study also indicated that all interventions included multiple evidence‐based instructional components (e.g., concrete and visual representations, range and sequence of examples, etc.). These multicomponent interventions improved performance on a variety of proximal fraction outcome measures. Intervention effects were mixed for generalized outcome measures and minimal for distal outcome measures. Limitations, implications for practice, and future research directions are discussed. 相似文献
996.
997.
Research was done to probe and extend Piaget's theory of the conception of speed. Specifically tested was the hypothesis that there is no hierarchical relationship in performance on the following Piaget-type tasks: conservation of distance, asymmetric series of speeds, one-to-many (circular) speeds, symmetric speeds, time, and proportional reasoning. The research also tested the gender-related performance on these six tasks. One hundred freshman and sophomore college students were shown demonstrations of equipment individually for each of the six tasks. A set of open-ended questions based on the demonstrations was administered to each subject in a 45-minute interview. Subjects were scored as “pass” on a given task if they manipulated objects in certain ways and gave specific types of explanations. A scalogram analysis of the data yielded a z-score of — 3.7 which indicated that subjects passed the task in a certain sequence. The tasks were found to form a unidimensional scale and to be increasingly difficult in the order listed above. A chi-square test for two independent samples showed a significant difference (alpha = 0.05) in performance between males and females on all speed tasks. No significant differences in performance between males and females were found for the distance and time tasks. 相似文献
998.
Rachel L. Erhard Dana Erhard-Weiss 《International journal for the advancement of counseling》2007,29(3-4):149-158
The introduction of school counseling services into traditional communities that are unfamiliar with counseling is a complex
multidimensional process that involves considerable ideological tensions, disputes and obstacles... This paper considers the
different trajectories of the recent development of counseling services within two distinctive minority groups in Israel-Arab
and the Ultra-Orthodox Jewish communities. The dynamics of the change process for these traditional communities within the
current Israeli social–political context lends support for the advancement of the international counseling community’s vision
to promote human welfare and fairness as well as the healthy development of children and youth within diverse cultural contexts.
The paper is based on a Keynote address, IAC Conference: Jamaica, April 2004. 相似文献
999.
Nathan C. Phillips Virginia Killian Lund 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1532-1543
Based on two years of ethnographic engagement in a school-based digital design studio in a high school on the West Side of Chicago, Illinois, this paper conceptualizes the development and maintenance of an ethos of care in teaching and learning through sustaining affective resonance. Adopting musical metaphors as a vocabulary for affective movements, we operationalize practical and practiced methods for sustaining (actively extending) affective (care-giving and care-taking intensities) resonance (shared meaning making and cultural production). Sharing examples across years, we show the specific ways that mentors and students in the digital design studio built and nurtured care-full practices. The purpose of the paper is to explicate the development and enactment of mentoring practices that we observed in the design studio and then to consider how these practices might be shared, spread, and adapted across contexts of teaching and learning. 相似文献
1000.
Representing written vowels in university students with dyslexia compared with normal hebrew readers
The study investigates dyslexic and normal Hebrew readers’ perception of words containing a vowel letter in different orthographic
and morphological contexts. In the first experiment, 72 undergraduate education students (half diagnosed with reading disabilities
and half normal readers) were asked to judge pointed words with different morphological structures with and without the grapheme
W. Half of the words had consistent (obligatory) W and half had inconsistent (optional) W. In the second experiment, the same
procedure was repeated using the same words without pointing marks. Response latencies and accuracy were measured. In both
experiments, dyslexic readers did less well than normal readers. They had lower scores on accurate lexical decisions and they
took more time over these decisions. They also exhibited some deviant patterns, indicating that they cannot make use of orthographic
and morphological cues that are available to normal readers, especially in the pointed experiment. Processing pointed words
placed a heavier cognitive burden on the dyslexic readers. These findings are in line with other studies of adult dyslexic
reader/writers, and support a reading / spelling processing model, which claims that internal orthographic representations
of words are increasingly strengthened with each exposure during reading, but not all graphemes are strengthened equally.
The general implication is that the ambiguities that exist in the relationships between orthography, phonology, and morphology
underlie spelling knowledge, and are particularly difficult for dyslexic readers. 相似文献