全文获取类型
收费全文 | 3722篇 |
免费 | 31篇 |
专业分类
教育 | 2597篇 |
科学研究 | 315篇 |
各国文化 | 56篇 |
体育 | 339篇 |
综合类 | 2篇 |
文化理论 | 50篇 |
信息传播 | 394篇 |
出版年
2022年 | 19篇 |
2021年 | 37篇 |
2020年 | 69篇 |
2019年 | 106篇 |
2018年 | 120篇 |
2017年 | 111篇 |
2016年 | 94篇 |
2015年 | 63篇 |
2014年 | 110篇 |
2013年 | 846篇 |
2012年 | 85篇 |
2011年 | 94篇 |
2010年 | 76篇 |
2009年 | 76篇 |
2008年 | 79篇 |
2007年 | 74篇 |
2006年 | 91篇 |
2005年 | 80篇 |
2004年 | 72篇 |
2003年 | 71篇 |
2002年 | 54篇 |
2001年 | 48篇 |
2000年 | 56篇 |
1999年 | 51篇 |
1998年 | 55篇 |
1997年 | 46篇 |
1996年 | 40篇 |
1995年 | 35篇 |
1994年 | 34篇 |
1993年 | 39篇 |
1992年 | 32篇 |
1991年 | 38篇 |
1990年 | 42篇 |
1989年 | 42篇 |
1988年 | 45篇 |
1987年 | 43篇 |
1986年 | 35篇 |
1985年 | 32篇 |
1984年 | 36篇 |
1983年 | 43篇 |
1982年 | 30篇 |
1981年 | 21篇 |
1980年 | 26篇 |
1979年 | 42篇 |
1978年 | 37篇 |
1977年 | 29篇 |
1976年 | 31篇 |
1974年 | 24篇 |
1973年 | 26篇 |
1969年 | 19篇 |
排序方式: 共有3753条查询结果,搜索用时 15 毫秒
901.
College and university leaders have paid an enormous level of attention to one domain of alumni involvement: charitable giving.
In light of the decline of state support for higher education and the shrinking ability of families to pay for college, such
emphasis is understandable. However, this emphasis has blinded scholars and practitioners to understanding the important non-monetary
support roles played by college alumni. Drawing on data from a research extensive university, this study employs a sequential
mixed method design (focus groups and confirmatory factor analysis) to demonstrate that non-monetary support behaviors are
best understood through the distinct, but interrelated domains of political advocacy and volunteerism. Political advocacy
behaviors include contacting legislators, the governor’s office, local politicians and serving on a political action team,
while volunteer behaviors include mentoring new alumni, recruiting students, and participating in special events. The study
breaks ground for future research on alumni support for higher education, including strategies to recruit alumni volunteers
and advocates. 相似文献
902.
Patrick Griffin Leanne Murray Esther Care Amanda Thomas Pierina Perri 《Assessment in Education: Principles, Policy & Practice》2010,17(4):383-397
Outcomes and findings from an evidence‐based approach to targeting primary school students’ developmental reading comprehension levels for effective learning are described. Nineteen schools participated in a literacy assessment project designed to monitor and improve the reading comprehension achievement levels of their students. The project integrated a developmental approach to learning and teaching, information derived from standardised reading comprehension assessments, and professional development for teachers. Reading comprehension achievement across the schools increased at a higher rate than typically expected. Teacher discourse about teaching and learning changed from discrete skill and resource focused, to developmentally focused. The centrality of a professional learning team approach to change for the student, teacher and school is discussed. 相似文献
903.
This article by two former faculty leaders describes the development and implementation of the Arizona post tenure review policy, with particular emphasis on the Arizona State University experience. This policy had to balance the somewhat different expectations of the Arizona Board of Regents, the faculty, and university administration. The article outlines the communication strategies used in negotiations with regents and faculty groups and draws lessons for other university systems which may be commencing their own journey down the long and winding path of post tenure review development and implementation. 相似文献
904.
905.
Individualism and the Nature of Syntactic States 总被引:3,自引:0,他引:3
906.
Minyi Shih Dennis Emily Sharp Jacquelyn Chovanes Amanda Thomas Raquel M. Burns Beth Custer Junkoung Park 《Learning disabilities research & practice》2016,31(3):156-168
This article quantitatively summarizes experimental and quasi‐experimental studies on teaching students with mathematics difficulties (MD) published between 2000 and 2014, research that was available following earlier syntheses. It reports the analysis of effect sizes of 25 intervention studies on participant characteristics, intervention parameters, domains of mathematics interventions, and instructional approaches and components. Results indicate that several participant characteristics (e.g., grade level and level of mathematics difficulties) and intervention parameters (e.g., methodological soundness, intervention agent, and grouping) mediated the treatment effects. In addition, different types of instructional approaches and several instructional components contributed to the improvements in mathematics performance in students with MD. 相似文献
907.
908.
Thomas Klikauer 《Journal of Higher Education Policy & Management》2016,38(1):102-106
909.
P. C. B. Saul B. Robinsohn J. J. Grant David C. Thomas Franz Hilker George W. Parkyn Urban Dahllöf Gilbert F. Peaker Kurt Spangenberg S. Leslie Hunter Gilbert de Landsheere M. J. Langeveld 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(4):492-508
910.