全文获取类型
收费全文 | 5812篇 |
免费 | 476篇 |
国内免费 | 4篇 |
专业分类
教育 | 5097篇 |
科学研究 | 154篇 |
各国文化 | 155篇 |
体育 | 288篇 |
综合类 | 2篇 |
文化理论 | 33篇 |
信息传播 | 563篇 |
出版年
2023年 | 11篇 |
2022年 | 18篇 |
2021年 | 54篇 |
2020年 | 105篇 |
2019年 | 187篇 |
2018年 | 228篇 |
2017年 | 266篇 |
2016年 | 201篇 |
2015年 | 228篇 |
2014年 | 262篇 |
2013年 | 1588篇 |
2012年 | 218篇 |
2011年 | 235篇 |
2010年 | 232篇 |
2009年 | 199篇 |
2008年 | 241篇 |
2007年 | 173篇 |
2006年 | 159篇 |
2005年 | 146篇 |
2004年 | 126篇 |
2003年 | 95篇 |
2002年 | 97篇 |
2001年 | 80篇 |
2000年 | 75篇 |
1999年 | 80篇 |
1998年 | 45篇 |
1997年 | 60篇 |
1996年 | 67篇 |
1995年 | 68篇 |
1994年 | 39篇 |
1993年 | 43篇 |
1992年 | 44篇 |
1991年 | 50篇 |
1990年 | 54篇 |
1989年 | 45篇 |
1988年 | 37篇 |
1987年 | 32篇 |
1986年 | 36篇 |
1985年 | 38篇 |
1984年 | 22篇 |
1983年 | 31篇 |
1982年 | 37篇 |
1981年 | 26篇 |
1980年 | 15篇 |
1979年 | 30篇 |
1978年 | 15篇 |
1977年 | 19篇 |
1976年 | 12篇 |
1972年 | 11篇 |
1968年 | 11篇 |
排序方式: 共有6292条查询结果,搜索用时 406 毫秒
91.
Learning & Behavior - The effect of the level of captivity and prior social experience on the establishment of dominance was examined in 16 colonies of albino rats. Males were assigned to one... 相似文献
92.
Counselor Educators' Experiences Preparing Preservice School Counselors: A Phenomenological Study
下载免费PDF全文
![点击此处可从《Counselor Education & Supervision》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Jennifer Scaturo Watkinson Emily C. Goodman‐Scott Ian Martin Kathy Biles 《Counselor Education & Supervision》2018,57(3):178-193
The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level. 相似文献
93.
Bernadette Hauglustaine‐Charlier 《欧洲师范教育杂志》1997,20(3):227-242
The theoretical part of this paper argues for an embedding of the question of stability and change of teachers’ conceptions of learning into the researchers epistemological standpoint. The empirical part illustrates this statement by showing how changes in a teacher's conception of learning could be understood from a constructivist perspective. According to this perspective, conceptions are related to other relational and environmental variables that form a meaningful configuration. Thus, although conceptions of learning appear as relatively stable cognitive structures, they are also related to environmental variables to be managed by the teachers’ educators. This research result determines the discussion of the basic questions addressed in the title of this paper: why do we want to change teachers beliefs and how could we, as teachers’ educators, support these changes. 相似文献
94.
Stephen J. Bagnato Hoi K. Suen Dale Brickley Janell Smith-Jones Ernie Dettore 《Early childhood research quarterly》2002,17(4):117
The national debate surrounding the issue of school failure has renewed interest in the quality, efficacy, and outcomes of early childhood intervention programs that can promote early school success for children at developmental risk. Moreover, researchers and policymakers report the need to document developmentally-appropriate models for assessing and evaluating early childhood outcomes. We report on the first-phase results of Pittsburgh’s early childhood initiative (ECI). ECI is a privately-funded effort by a consortium composed of the business, corporate, foundation, and community sectors to implement high-quality early care and education options for children in high-risk neighborhoods. The overarching objective of ECI is to ensure early school success for high-risk children. Our Scaling Progress in Early Childhood Settings (SPECS) Evaluation Team implemented an authentic assessment and program evaluation strategy and an enhanced “constructed comparison group” statistical model to conduct longitudinal research on the child developmental impact of the ECI model. First-phase results on 155 high-risk children indicate that those who participated in high-quality ECI programs for the longest periods of time demonstrated patterns of progress that exceeded maturational expectations. Weekly collaborative consultation to teachers and caregivers by consultants about program quality using the National Association for the Education of Young Children (NAEYC) standards as “best practice” benchmarks seemed to be associated with initial enhanced child outcomes and the particular impact of the ECI model. 相似文献
95.
96.
Yvonne Farr‐Wharton 《Assessment & Evaluation in Higher Education》1997,22(2):211-224
Student diversity has increased within Australian universities. This has changed the teaching and learning needs of students. The implementation of quality was aimed at enhancing the quality of the higher educational product. However, the policy, while providing an accountability framework at the institution level, failed to provide the structural mechanisms needed to achieve quality in the teaching and learning the students receive, that is the sub‐faculty level. Other factors, such as the potential growth of non‐government resources in the form of more international students have perhaps a greater chance of improving the quality of teaching and learning within the faculties, because they provide both the funds and an incentive for more funds as a reward for implementing quality assurance within the teaching and learning function of universities. 相似文献
97.
D. Lloyd‐Kolkin 《Learning, Media and Technology》1981,7(3):90-92
A major investment in educational television programmes by the federal government led the United States Department of Education to seek ways to extend the audience size for these programmes beyond public television by placing them on commercial broadcast stations in America. This article describes the programmes, the marketing organization and strategies used to promote programming to the commercial marketplace, and the successes achieved in persuading commercial broadcasters to accept educational children's programming, particularly programmes aimed at minority audiences. 相似文献
98.
Exploring the Effects of Financial Aid on the Gap in Student Dropout Risks by Income Level 总被引:1,自引:0,他引:1
Using national survey data and discrete-time logit modeling, this research seeks to understand whether student aid mediates
the relationship between parental income and student dropout behavior. Our analysis confirms that there is a gap in dropout
rates for low-income students compared with their upper income peers, and suggests that some types of aid are associated with
lower risks of dropout. Thus, we examine the interaction between financial aid type and parental income to explore whether,
and if so how, different types of aid may reduce the dropout gap by income level group. We find that the receipt of a Pell
grant is related to narrowing the dropout gap between students from low- and middle-income groups, although overall the interaction
between Pell grant and income is not significant. Loans and work-study aid both have similar effects on student dropout across
all income groups. Methodologically, our results demonstrate the need to model dropout behavior temporally and to avoid main-effect
bias by incorporating interaction effects.
相似文献
Stephen L. DesJardinsEmail: |
99.
Ortrun Zuber‐Skerritt 《Higher Education in Europe》1988,13(4):64-76
The aim of this study is to elicit from staff members and from postgraduate students their personal constructs of research effectiveness. Based on Kelly's Personal Construct Theory, the repertory grid technique was used to elicit, analyse, discuss, and negotiate individual and group constructs of research with the result of arriving at a greater group consensus and a clearer picture of shared criteria for research effectiveness. 相似文献
100.
Institutional administrators, faculty, state planners, and legislatures have little analytical basis available to help them cope with the expected excess higher education capacity of the 1980s. Without objective criteria, state planners and legislatures are likely to propose across-the-board reductions even if it were preferable to close some institutions and expand others. This study is a case application of an optimization model to two community colleges in northern Minnesota. Using estimated enrollment demand functions and readily available data on size, quality, and costs, this model is designed to assist policymakers in identifying overbuilt institutions and programs that should be closed. The state's objective in the model is to satisfy specified proportions of enrollment demand with a minimum expenditure of state funds. 相似文献