全文获取类型
收费全文 | 2848篇 |
免费 | 56篇 |
国内免费 | 2篇 |
专业分类
教育 | 2375篇 |
科学研究 | 41篇 |
各国文化 | 39篇 |
体育 | 107篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 335篇 |
出版年
2022年 | 9篇 |
2021年 | 40篇 |
2020年 | 48篇 |
2019年 | 77篇 |
2018年 | 97篇 |
2017年 | 111篇 |
2016年 | 108篇 |
2015年 | 74篇 |
2014年 | 105篇 |
2013年 | 607篇 |
2012年 | 90篇 |
2011年 | 89篇 |
2010年 | 69篇 |
2009年 | 86篇 |
2008年 | 95篇 |
2007年 | 82篇 |
2006年 | 59篇 |
2005年 | 75篇 |
2004年 | 89篇 |
2003年 | 58篇 |
2002年 | 50篇 |
2001年 | 45篇 |
2000年 | 52篇 |
1999年 | 51篇 |
1998年 | 37篇 |
1997年 | 42篇 |
1996年 | 47篇 |
1995年 | 35篇 |
1994年 | 41篇 |
1993年 | 32篇 |
1992年 | 47篇 |
1991年 | 38篇 |
1990年 | 28篇 |
1989年 | 18篇 |
1988年 | 20篇 |
1987年 | 15篇 |
1986年 | 17篇 |
1985年 | 17篇 |
1984年 | 18篇 |
1983年 | 21篇 |
1982年 | 14篇 |
1981年 | 18篇 |
1980年 | 13篇 |
1979年 | 13篇 |
1978年 | 14篇 |
1976年 | 10篇 |
1975年 | 10篇 |
1974年 | 9篇 |
1971年 | 9篇 |
1970年 | 13篇 |
排序方式: 共有2906条查询结果,搜索用时 15 毫秒
91.
Barbara Kensington-Miller Joanna Renc-Roe Susan Morón-García 《International Journal for Academic Development》2013,18(3):279-290
This paper builds on discussions of academic developers’ identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narrative inquiry, explore moments of congruence and conflict. While there are elements that sustain them in their job, the categorisation of their role can impact on their ability to do their job, undermining their credibility. This can prevent them from engaging in research that could enrich practice in their institutions and inform institutional strategy or change the culture in teaching and learning. Instead they are forced into discomfit: having to defend their right to be involved in the institutional discussions. The most worrying issue is the pervasive trend in the change of academic developers’ status (from tenure-track academic peers to professionals). 相似文献
92.
Sixty-four neglected and abused children with a mentally retarded parent seen from one to seven years earlier, were followed to determine placement outcomes. At the time of follow-up, 11 of 64 children remained with their low functioning parents. Six children had been relinquished voluntarily for adoption and courts had terminated parental rights for 34, resulting in a total of 40 who had been adopted. Nine children were in foster care at the time of the study; two had been awarded to their nonretarded parent following divorce; and two had died. All families had received public financial assistance and medical care and used an average of 10 other services per family. Because of their cognitive limitations, most of these retarded parents were unable to benefit sufficiently from community services to enable them to care for their children. These findings point up the need for a mechanism whereby the retarded adult's right to parent and the child's right to nurturance and protection may both be preserved. Until this dilemma can be resolved, decisions to terminate parental rights in such cases should be made more quickly. 相似文献
93.
Sarah Lam Susan Tracz Christopher Lucey 《International journal for the advancement of counseling》2013,35(3):172-187
This study explored the counselling self-efficacy of students in a counsellor education programme, in regard to age, gender, and ethnicity characteristics. To assess counselling self-efficacy, the Counselling Self-Estimate Inventory (COSE) of Larson et al. (Counsellor Education & Supervision 41: 120–130, 1992) was administered at the end of a semester to counselling students engaged in different stages of a counsellor training program. No significant differences were found in regard to gender and age-group categories, but significant differences were found among ethnic groups. It was found that Asian and White students generally had similar and also lower counselling self-efficacy means than the other ethnic groups in the sample in regard to several counselling-specific categories. Implications for counsellor educators in training counselling students of diverse characteristics are discussed. 相似文献
94.
Susan Clayton Jerry Luebke Carol Saunders Jennifer Matiasek Alejandro Grajal 《Environmental Education Research》2014,20(4):460-475
Societal response to climate change has been inadequate. A perception that the issue is both physically and temporally remote may reduce concern; concern may also be affected by the political polarization surrounding the issue in the USA. A feeling of connection to nature or to animals may increase personal relevance, and a supportive social context may counteract political tensions. Zoos may provide opportunities for both sense of connection and social support. We surveyed over 7000 zoo and aquarium visitors to examine the ways in which a feeling of personal connection among zoo visitors may encourage concern about climate change. Results show that feeling connected to animals at the zoo is significantly associated with cognitive and emotional responses to climate change, as well as with other social groupings and social responses. Overall, the zoo seems to present a supportive social context for considering the topic. 相似文献
95.
96.
As an essential department at a higher education institution and an informal learning space, little is known about how academic libraries contribute to student learning on campus. The Olin Library sought to learn the role of library space in our users' learning. We surveyed users about their learning behaviors in a specific space prior to a scheduled renovation and then in the same space after. We wanted to determine how the renovation changed users' perceptions of their learning behaviors in that space. 相似文献
97.
Research Findings: Using a qualitative research approach, this article explores teachers’ roles as scaffolders of infants’ play and the changing nature of their individualized support for infants’ learning and development through play in an infant group care setting. Three infant teachers in a child care center were followed over 3 months. Observations, interviews, ongoing conversations, e-mails, and reflective notes were used as data sources. Findings revealed that the teachers thought deeply about their roles as supporters of infants’ play, and they made intentional choices in scaffolding infants’ play. Each teacher's ways of empowering infants in play were grounded in her views of infants as learners and were individualized to accommodate children's unique learning styles and personalities. Practice or Policy: This study provides a window into the ways in which teachers working with the youngest children can set the stage for later learning. 相似文献
98.
While the number of Aboriginal and Torres Strait Islander students in higher education in Australia has doubled in recent years, the gap between their attainment and the attainment of other Australians has remained consistent. It is essential to elucidate the factors that promote Aboriginal and Torres Strait Islander students' academic success, not in order to justify the exclusion of these students from tertiary education, but to refine and develop curriculum and management strategies which promote their academic success. This study focuses on Aboriginal and Torres Straight Islander students' experiences in a diploma program offered in block mode, in order to better understand the ‘on-’ and ‘off-’ campus experiences which are related to academic success and the factors which challenge or enhance students' study. The research yields important findings related to students' motivations to enrol and their definitions of academic success; the challenges they experience in making the transition to tertiary study; the vulnerability of our students' determination to succeed; the effects of being in a program for Aboriginal and Torres Strait Islander students; and the ways in which minor challenges, if unresolved, can accumulate to interfere with students' study. 相似文献
99.
100.