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961.
Gary R. Pike George D. Kuh Alexander C. McCormick Corinna A. Ethington John C. Smart 《Research in higher education》2011,52(1):81-106
Calls for accountability in higher education are prompted in part by questions concerning whether colleges and universities use their resources effectively to promote student learning. Unfortunately, too little is known about whether money matters to desired outcomes of college. Using students?? responses to the 2004 administration of the National Survey of Student Engagement (NSSE) in concert with institutional data from the Integrated Postsecondary Education Data System (IPEDS) and the College Board, this study examined the relationships between educational expenditures, student engagement and selected student self-reported learning outcomes, controlling for student and institutional characteristics. Results indicated that expenditures were modestly related to student engagement and learning outcomes. However, the nature of these relationships differed, depending on the engagement/outcome measure and student year in school. 相似文献
962.
Michael B. Adinortey Ben A. Gyan Jonathan P. Adjimani Philomena E. Nyarko Charity Sarpong Francis Y. Tsikata Alexander K. Nyarko 《Indian journal of clinical biochemistry : IJCB》2011,26(4):366-372
There is scanty information on the role of genetic factors, especially those relating to haptoglobin (Hp) phenotypes in the
expression of complications among diabetes mellitus patients in Ghana. In this study, we investigated whether there is any
association between Hp phenotypes and diabetic complications and to determine if association of the Hp phenotypes with diabetic
complications in Ghanaian diabetics differ from those in Caucasians. A total of 398 participants were randomly recruited into
the study. These comprised diabetic patients numbering 290 attending a diabetes Clinic in Ghana and 108 non-diabetic controls
from the same community. Analyses of the results indicate that most of the diabetics with complications were of the Hp 2–2
(35%) and Hp 2–1 (23.9%) phenotypes. Fewer diabetics were found to be of the Hp 2–1 M phenotype. The controls were mostly
of Hp 1–1 and Hp 2–1 M phenotypes. The odds ratio of having complications in a diabetic with an Hp 2–2 phenotype was 18.27
times greater than that for Hp 0–0. Hp 2–2 phenotype with its poor antioxidant activity may therefore be a useful predictor
for the propensity of an individual to develop diabetes complications. 相似文献
963.
A critical review of self‐regulated learning interventions for children with attention‐deficit hyperactivity disorder 下载免费PDF全文
Linda A. Reddy Timothy J. Cleary Alexander Alperin Arielle Verdesco 《Psychology in the schools》2018,55(6):609-628
School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention‐deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self‐regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key intervention components and methodologies used. A total of 34 investigations, including 297 children and adolescents, were reviewed and coded on 34 variables across two dimensions (i.e., intervention components and methodology). In general, SRL interventions can be represented in terms of a three‐phase model of SRL that includes forethought, performance control, and self‐reflection processes. In this review, the vast majority of the published literature used single‐case design studies with a singular focus on the phase of performance control. Weaknesses of the existing literature include a lack of follow‐up data, attrition data, demographic information about teachers or other adult participants, and diversity in the sample. Strengths of the outcome literature are that a majority of the studies reported inclusion/exclusion criteria for samples, the criteria used to diagnose children as ADHD, and clinical significance for assessing treatment outcomes. Findings are discussed in relation to previous research, as well as directions for research and practice. 相似文献
964.
Ann Alexander Jana Ulrich Tanya Davis Anne Wade 《Community College Journal of Research & Practice》2013,37(11):849-862
Much has been written about the characteristics of effective college teachers. However, skill sets have not yet been defined with any level of specificity. Also, instructors at community colleges have unique working conditions and challenges that influence how they teach. This paper illustrates the use of three studies conducted to build and validate a framework for defining the competencies of effective community college faculty. The project's culmination was a set of skills used to redesign one university's master's in education (MAEd) program in two-year college teaching. Although participants in all three studies identified subject matter expertise as an important competency, they emphasized several other skill sets as being important for meaningful student learning. Those skills are related to the use of authentic activities and multiple instructional delivery models, multiple ways of assessing student learning, and skills that are necessary outside the classroom in their teaching roles. Participants also emphasized interpersonal and affective components of effective teaching. 相似文献
965.
The rise in globalisation studies in comparative education places neo-institutional theory at the centre of many debates among comparative education researchers. However, uncertainty about how to interpret neo-institutional theory still persists among educational comparativists. With this uncertainty comes misinterpretation of its principles, variations and explanatory power. Two problematic misconceptions prevail: (1) the belief that the ‘world culture’ strand is the only version of neo-institutional theory applicable to comparative education research; and (2) the assumption that the global homogenisation of society, culture and schooling is a goal of researchers applying neo-institutional theory to comparative education phenomena. This article addresses these misconceptions, elucidating neo-institutional theory and its applicability to comparative education research. Our findings suggest that neo-institutional frameworks for comparative education research are useful, but that complementary approaches and methods are also necessary. 相似文献
966.
Alexander Hamilton 《The Journal of Agricultural Education and Extension》2017,23(2):159-173
Purpose: We examine the impact of advice given by extension agents to Ethiopian farmers, as perceived by the farmers themselves. Design/methodology/approach: Using survey data from 2014, we analyze the perceived impact of advice on farmers’ incomes and crop yields. We use a bootstrapped instrumental variable (IV) estimator and the conditional mixed process estimator. Theoretical implications: The impact of advice will depend upon its relevance and whether and how efficiently it is implemented by the farmer. This in part depends upon the farmer’s ability and on the impact of fully implemented advice on output, which will vary from farm to farm. Findings: There is a positive perceived impact of most advice on both crop yields and income. However, some advice works better in drought-affected areas and other in non-drought-affected areas. Fertilizers have more impact on crop yields than income, possibly reflecting cost factors. There is evidence that the farmers’ ability to implement the advice increases with their level of education and that advice is being tailored to the needs of the individual. Practical implications: Advice has a positive impact on both crop yields and income. However, not all advice is equally effective and effectiveness varies according to farmer and farm characteristics. There is little evidence of credit advice having a positive impact. Originality/value: The paper is one of only a few to analyze farmers’ perceptions of advice impact and, as far as we are aware, is the first to analyze how advice effectiveness varies according to farmer and farm characteristics. 相似文献
967.
Martin Buchheit Pierre Samozino Jonathan Alexander Glynn Ben Simpson Michael Hani Al Haddad Alberto Mendez-Villanueva 《Journal of sports sciences》2014,32(20):1906-1913
AbstractThe aim of the present study was to examine, in highly trained young soccer players, the mechanical horizontal determinants of acceleration (Acc) and maximal sprinting speed (MSS). Eighty-six players (14.1 ± 2.4 year) performed a 40-m sprint to assess Acc and MSS. Speed was measured with a 100-Hz radar, and theoretical maximal velocity (V0), horizontal force (F0) and horizontal power (Pmax) were calculated. Within each age group, players were classified as high Acc/fast MSS (>2% faster than group mean), medium (between ?2% and +2%), and low/slow (>2% slower). Acc and MSS were very largely correlated (?0.79; 90% confidence limit [?0.85; ?0.71]). The determinants (multiple regression r2 = 0.84 [0.78; 0.89]) of Acc were V0 (partial r: 0.80 [0.72; 0.86]) and F0 (0.57 [0.44; 0.68]); those of MSS (r2 = 0.96 [0.94; 0.97]) were V0 (0.96 [0.94; 0.97]) and Pmax (0.73 [0.63; ?0.80]). High/Med have likely greater F0 (Cohen’s d: +0.8 [0.0; 1.5]), V0 (+0.6 [?0.1; 1.3]) and Pmax (+0.9 [0.2; 1.7]) than Low/Med. High/Fast have an almost certainly faster V0 (+2.1 [1.5; 2.7]) and a likely greater Pmax (+0.6 [?0.1; 1.3]) than High/Med, with no clear differences in F0 (?0.0 [?0.7; 0.6]). Speed may be a generic quality, but the mechanical horizontal determinants of Acc and MSS differ. While maximal speed training may improve both Acc and MSS, improving horizontal force production capability may be efficient to enhance sprinting performance over short distances. 相似文献
968.
ABSTRACT In part 1 of this paper we presented the theory of an integrative geragogy. Integrative geragogy is a basic part of educational gerontology, dealing especially with the oldest of the old, mentally handicapped elderly people, and their potentials. In part 2 the context between theory and practice of an integrative geragogy shall be explained. We will discuss various types of geragogical interventions. First, the binding of personal, social and environmental aspects involved in all types of geragogical interventions are outlined. Second, geragogical implications at the old age have to be legitimated. The several ways of legitimating integrative geragogy will be expounded in order to justify the existence and intervention strategies of this discipline. Third, the paradigm of quality in relation to the integrative geragogy needs to be underlined. 相似文献
969.
Purpose:The present study aimed to examine the link between physical activity(PA)and life satisfaction in a large international study of adolescents.We also aimed to test whether overweight and underweight perceptions act as mediators and whether age and sex acted as moderators.Methods:For this purpose,we analyzed data from the Health Behavior in School-aged Children study,which comprises 727,865 observations from 44 nations at 4 measurement occasions.Results:Multilevel analyses revealed a positive link between PA and life satisfaction.In addition,underweight and overweight perceptions mediated the effect of PA on life satisfaction.We further found that age and sex acted as moderators.In older adolescents,stronger effects were found in the links between PA and life satisfaction,PA and overweight perception,and both weight perceptions and life satisfaction.In addition,in female adolescents,the link between overweight perception and life satisfaction was stronger.Conversely,the links between PA and both weight perceptions were stronger for boys.Conclusion:The results suggest that weight perception explains part of the relationship between PA and life satisfaction in adolescents and that these effects vary as a function of age and sex. 相似文献
970.
Corina R. Kaul Kimberly A. Hardin A. Alexander Beaujean 《Christian Higher Education》2017,16(3):172-187
Concern regarding the secularization of Christian higher education has prompted researchers to investigate the extent that faith and learning is integrated at a faculty level and what factors might predict faculty integration (Lyon, Beaty, Parker, &; Mencken, 2005). This research attempted to replicate Lyon et al.’s (2005) logistic regression model predicting faculty integration of faith using survey responses gathered as part of Phase II of the Council for Christian Colleges &; Universities (CCCU) Denominational Study (Rine, Glanzer, &; Davignon, 2013). Respondents included 2,074 faculty from 55 institutions. The first model used in this study suggested that the most powerful predictors of faculty integration are full-time employment status, earning a degree from an institution that shares the same denominational affiliation, and a match between the faculty member's religious denominational affiliation and the institutional affiliation. A second logistic regression model added faculty academic specialization as a predictor of integration to investigate if that model was a better fit. Results suggested that religion and philosophy instructors are the most likely to integrate faith into their teaching, and professors specializing in computer science, math, and engineering were the least likely. As faculty are considered the primary influence on the integration of faith and learning, existing faculty and institutional administrators concerned with maintaining faith in the classroom may want to consider the contributing factors discussed. 相似文献