全文获取类型
收费全文 | 670篇 |
免费 | 18篇 |
专业分类
教育 | 558篇 |
科学研究 | 32篇 |
各国文化 | 7篇 |
体育 | 33篇 |
文化理论 | 2篇 |
信息传播 | 56篇 |
出版年
2022年 | 9篇 |
2021年 | 12篇 |
2020年 | 12篇 |
2019年 | 19篇 |
2018年 | 37篇 |
2017年 | 30篇 |
2016年 | 20篇 |
2015年 | 20篇 |
2014年 | 22篇 |
2013年 | 157篇 |
2012年 | 11篇 |
2011年 | 22篇 |
2010年 | 19篇 |
2009年 | 18篇 |
2008年 | 20篇 |
2007年 | 13篇 |
2006年 | 16篇 |
2005年 | 11篇 |
2004年 | 14篇 |
2003年 | 15篇 |
2002年 | 8篇 |
2001年 | 9篇 |
2000年 | 16篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 6篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1988年 | 9篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 7篇 |
1984年 | 4篇 |
1982年 | 3篇 |
1981年 | 6篇 |
1980年 | 3篇 |
1976年 | 4篇 |
1975年 | 5篇 |
1974年 | 6篇 |
1972年 | 4篇 |
1971年 | 3篇 |
1969年 | 4篇 |
1966年 | 4篇 |
1943年 | 2篇 |
排序方式: 共有688条查询结果,搜索用时 31 毫秒
141.
142.
Denise Walker Huggins Catherine L. Coghlan 《Journal of Criminal Justice Education》2013,24(2):413-428
Social class is an important issue that must be taken into consideration when examining crime and criminal behavior in the United States. Social class is often viewed as a critical factor that influences the motivation to commit criminal activities. This article describes an interactive exercise that helps students better understand how social class may influence deviant and/or criminal behavior as a response to wanting to maintain status quo (particularly those in middle to upper class levels), economic hardships (that may occur at various class levels), the lack of social power, income inequality, or the lack of resources. 相似文献
143.
This article aims to explain the role principals play in the variation in academic achievement between secondary schools in Hong Kong. The article draws on survey data from 179 key staff and 2,037 students from 42 schools. The study uses 2 analytical approaches. First, it employs classification and regression tree analysis (CART). This was used to sort out the most significant leadership practices associated with student achievement. Second, based on first-stage analysis, the study further explores the effects of leadership practices on academic achievement using hierarchical linear modelling (HLM). Results indicate that transparent and efficient communication structures as managed by principals explained approximately 12% of between-schools variation in academic achievement. Leadership practices related to quality assurance and accountability and resource management also contributed to explaining between-schools variation in academic achievement, yet they had negative effects on student achievement. Implications for research and practice are discussed. 相似文献
144.
145.
146.
147.
148.
149.
150.