全文获取类型
收费全文 | 932篇 |
免费 | 23篇 |
专业分类
教育 | 661篇 |
科学研究 | 43篇 |
各国文化 | 15篇 |
体育 | 102篇 |
文化理论 | 10篇 |
信息传播 | 124篇 |
出版年
2023年 | 3篇 |
2022年 | 10篇 |
2021年 | 19篇 |
2020年 | 24篇 |
2019年 | 35篇 |
2018年 | 44篇 |
2017年 | 51篇 |
2016年 | 50篇 |
2015年 | 27篇 |
2014年 | 35篇 |
2013年 | 224篇 |
2012年 | 28篇 |
2011年 | 29篇 |
2010年 | 22篇 |
2009年 | 28篇 |
2008年 | 20篇 |
2007年 | 23篇 |
2006年 | 19篇 |
2005年 | 11篇 |
2004年 | 18篇 |
2003年 | 19篇 |
2002年 | 18篇 |
2001年 | 11篇 |
2000年 | 7篇 |
1999年 | 9篇 |
1998年 | 8篇 |
1997年 | 12篇 |
1996年 | 13篇 |
1995年 | 7篇 |
1994年 | 7篇 |
1993年 | 12篇 |
1992年 | 5篇 |
1991年 | 8篇 |
1990年 | 6篇 |
1989年 | 10篇 |
1988年 | 5篇 |
1987年 | 4篇 |
1985年 | 5篇 |
1984年 | 6篇 |
1982年 | 4篇 |
1981年 | 8篇 |
1980年 | 12篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 4篇 |
1975年 | 5篇 |
1974年 | 4篇 |
1924年 | 2篇 |
1919年 | 3篇 |
1887年 | 2篇 |
排序方式: 共有955条查询结果,搜索用时 15 毫秒
71.
This study examines the effects of the activity of building systems models for school-based problems on problem solving and on conceptual change in elementary science classes. During a unit on the water cycle in an Asian elementary school, students constructed systems models of the water cycle. We found that representing ill-structured problems as system models improves problem solving as well as creating beneficial conceptual change related to the topic. 相似文献
72.
Timothy J. Flanagan 《Journal of Criminal Justice Education》2013,24(2):195-213
Characteristics of 13 doctoral programs in criminal justice and criminology are examined. Features described include the age and size of the programs, representation of women and minorities among faculty and graduate students, admissions requirements and admissions activity, financial support available to graduate students, and characteristics of the curricula. Criminal justice doctoral programs vary widely on each of these characteristics. 相似文献
73.
This paper looks at the conceptual differences between video game learning and traditional classroom and laboratory learning. It explores the notion of virtual experience by comparing a commonly used high school laboratory protocol on DNA extraction with a similar experience provided by a biotechnology themed video game. When considered conceptually, the notion of virtual experience is not limited to those experiences generated by computer aided technology, as with a video game or computer simulation. The notion of virtuality can apply to many real world experiences as well. It is proposed that the medium of the learning experience, be it video game or classroom, is not an important distinction to consider; instead, we should seek to determine what kinds of meaningful experiences apply for both classrooms and video games. 相似文献
74.
Lauren Grasmick Timothy Gray Davies 《Community College Journal of Research & Practice》2013,37(2):67-80
This grounded theory study addressed the issue of how community college presidents foster active, broad-based participation in campus decision-making processes. This study was based on in-depth interviews with nationally recognized community college presidents selected on the basis of their work in implementing participative governance within their respective institutions. The findings of this study are presented according to the emergence of four axial categories, and a core category is described and explained. Participative leadership is highly interactive and dynamic. Perhaps most importantly, participative leadership is a developmental process for building environments for broad participation. The core category, Visioning Participative Environments, reveals the centrality of the visioning process throughout each sequence of the participative leadership process. This model identifies and explains key participative leadership practices that flow from the theoretical cornerstones. 相似文献
75.
Timothy R. Boyer 《Community College Journal of Research & Practice》2013,37(10):781-795
This study utilized a constructive-developmental approach to accomplish 3 purposes: to create a developmental stage profile for a population of students attending a single community college, to analyze variations within and between subpopulations, and to explore the implications for administrators and planners seeking to provide supportive environments for different populations of students. The resulting profile indicated a wide range of variation within the overall population and significant variations between traditional and non-traditional age students. Implications for educational programming and supportive services were identified by using a constructive-developmental approach as an interpretive framework. 相似文献
76.
This article is an elaboration on the use of the binomial test of model fit value, which in this article will be referred to as the binomial index of model fit value, to gauge the degree that the data fit a path analytic or structural equation model. In addition, this article responds to the criticisms and comments made by Hsu (this issue), Drezner and Drezner (this issue), and Raykov and Penev (this issue) regarding the use of this approach to measuring the degree of model fit. We appreciate the comments provided by these authors. Their comments have assisted us in clarifying our reason for developing the binomial index of model fit procedure as well as our perception of its use. 相似文献
77.
Timothy W. Curby Laura L. Brock Bridget K. Hamre 《Early education and development》2013,24(3):292-309
Research Findings: It is widely acknowledged that consistent, high-quality teacher–student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher–student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher–student interactions. This study examines whether consistency in teachers' emotional support is related to better academic and social outcomes for children. Multiple observations were conducted in 694 prekindergarten classrooms. Mean levels of emotional support and consistency of emotional support were used as predictors in multilevel models. Results indicated that when mean levels of emotional support were controlled, within-day consistency of emotional support predicted several academic outcomes in prekindergarten as well as social competence in kindergarten. Practice or Policy: Results indicate that teachers' consistency of emotional support is a salient aspect of children's classroom environment. Findings suggest that consistency should be considered when evaluating teachers' emotionally supportive interactions. 相似文献
78.
ABSTRACTThis study examined how work–family conflict (WFC) is associated with mechanisms of relational turbulence, conflict tactics, and marital satisfaction. Six hundred and thirty-three married workers completed an online survey. Family interference with work and spouses’ work interfering with one’s family predicted greater relational uncertainty and interference from partners, whereas one’s own work interfering with family did not predict these mechanisms of turbulence. All three sources of relational uncertainty, and interference from partners, predicted increased avoidance and distributive tactic use. Facilitation from partners predicted increased use of integrative tactics. Finally, relational uncertainty, interference from partners, and distributive conflict tactics partially mediated the associations of WFC with marital satisfaction. 相似文献
79.
Jéssica Gomes Mota Cain Craig Truman Clark Luís Lemos Cézane Priscilla Reuter Jorge Augusto Pinto Silva Mota 《Journal of sports sciences》2020,38(18):2071-2079
ABSTRACT Studies that have analysed the association between the different movement behaviours and fundamental movement skills (FMS) have considered it in an independent manner, disregarding the compositional nature of 24-h movement behaviours (24-h MB). The aim of this study was to investigate the relationship between the 24-h MB and FMS in preschoolers using a compositional data analysis . Two hundred and four preschoolers (4.5 ± 0.8 years old; 101 boys) provided objectively assessed physical activity (PA) and sedentary behaviour (SB) data (Actigraph wGT3X), and FMS (TGMD-2). Sleep duration (SD) was reported by parents. Association of daily composition of movement behaviours with FMS was explored using compositional analysis and isotemporal substitution (R Core Team, 3.6.1). When considered as a 24-h MB composition (PA, SB and SD), adjusted for age, BMI and sex, the composition predicted locomotor (r2 = 0.31), object control (r2 = 0.19), and total motor score (r2 = 0.35), respectively (all P < 0.001). Reallocation of time from light to moderate-to-vigorous PA was associated with greatest positive changes in total motor score. Achieving adequate balance between movement behaviours over the 24-h period, and its relationship with locomotor and object control skills should be considered and further investigated in early childhood. 相似文献
80.
Schoenecker Timothy S. Martell Kathryn D. Michlitsch Joseph F. 《Research in higher education》1997,38(4):479-495
This paper focuses on the effect that diversity has on the performance and satisfaction of student groups in a computer simulation project. Using structural equation modeling, we find evidence to support the contention of previous research that diversity negatively affects group satisfaction. This finding was strongest for undergraduate groups. While the relationship between diversity and performance is inconclusive, groups that are dominated by one person tend to have below average performance. 相似文献