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991.
Melissa B. Jackowski Duane Akroyd 《Community College Journal of Research & Practice》2013,37(8):624-644
Community colleges are increasing their use of part-time faculty who are taking a leading role in utilizing technology for instructional purposes. Part-time faculty are less likely than their full-time counterparts to use technology for instructional purposes and are less likely to teach non-face-to-face classes. For community colleges to be successful in expanding technology-based education, they must promote technology use by all faculty. This quantitative, national study reports factors found to predict faculty use of technology for instructional purposes. 相似文献
992.
Atticia B. McAtee James M. Benshoff 《Community College Journal of Research & Practice》2013,37(9):697-714
Job loss researchers have focused on the physical and mental well being of White working and middle class men, their families, friends, and coworkers to with immediate reemployment as the outcome. This study focused on low-income rural women dislocated workers and their decision to enroll in community college for retraining or seek immediate reemployment. Participants were 125 women (86 white, 39 African American; x = 42 years) who held a high school diploma or GED and who were laid off from manufacturing jobs within the last 2 years. Differences between two groups of women based on demographic variables and Transition Guide and Questionnaire-Modified (TGQ-M) scores were examined. The TGQ-M was developed to assess an individual's ability to cope with life transitions, based on Schlossberg's (1995) model of 4Ss (situation, self, supports, and strategies). One group enrolled in community college for retraining while the other group sought immediate reemployment. Findings revealed significant relationships between level of education and race/ethnicity and community college retraining. African-American women in this sample perceived themselves as having less support in coping with job loss. Women who chose community college had higher TGQ-M scores overall. Race/ethnicity and perception of support from others were the best predictors of community college retraining. Women, especially older women of color, have the hardest time finding quality employment after layoff. This study raised questions about the reasons why fewer African-American women in this sample enrolled in community college for retraining and had lower Supports scores than white women. Implications for counseling and future research are discussed. 相似文献
993.
994.
Michael W. Galbraith Waynne B. James 《Community College Journal of Research & Practice》2013,37(8):689-701
The process of mentorship in relationship to the community college professor and the potential to improve and enhance the teaching and learning process is explored in this article. This article suggests that not all community college professors are psychological or intellectually disposed to being or becoming a good mentor. It is put forth that mentoring is a subrole of the community college professor. A framework for understanding the “complete mentor” process, as developed by Cohen (1993), is presented. Implications for practice are offered in a manner that connects the community college professor as mentor with enhancing the instructional process through the nurturing teaching perspective. 相似文献
995.
Paul D. Umbach Jeremy B. Tuchmayer Ashley B. Clayton Kathleen N. Smith 《Community College Journal of Research & Practice》2013,37(9):599-617
ABSTRACTThis paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion. 相似文献
996.
Samuel B. Green Marilyn S. Thompson Jennifer Poirier 《Structural equation modeling》2013,20(1):113-126
Two Lagrange multiplier (LM) methods may be used in specification searches for adding parameters to models: one based on univariate LM tests and respecification of the model (LM‐respecified method) and the other based on a partitioning of multivariate LM tests (LM‐incremental method). These methods may result in extraneous parameters being included in models due to either sampling error or the model being misspecified. A 2‐stage specification search may be used to reduce errors due to misspecification. In the 1st stage, parameters are added to models based on LM tests to maximize fit. Second, parameters added in the 1st stage are deleted if they are no longer necessary to maintain model fit. Illustrations are presented to demonstrate that errors due to misspecification occur with the LM‐respecified method and are even more likely with the LM‐incremental approach. These illustrations also show how the deletion stage can help eliminate some of these errors. 相似文献
997.
We highlight critical conceptual and statistical issues and how to resolve them in conducting Satorra–Bentler (SB) scaled difference chi-square tests. Concerning the original (Satorra & Bentler, 2001) and new (Satorra & Bentler, 2010) scaled difference tests, a fundamental difference exists in how to compute properly a model's scaling correction factor (c), depending on the particular structural equation modeling software used. Because of how LISREL 8 defines the SB scaled chi-square, LISREL users should compute c for each model by dividing the model's normal theory weighted least-squares (NTWLS) chi-square by its SB chi-square, to recover c accurately with both tests. EQS and Mplus users, in contrast, should divide the model's maximum likelihood (ML) chi-square by its SB chi-square to recover c. Because ML estimation does not minimize the NTWLS chi-square, however, it can produce a negative difference in nested NTWLS chi-square values. Thus, we recommend the standard practice of testing the scaled difference in ML chi-square values for models M 1 and M 0 (after properly recovering c for each model), to avoid an inadmissible test numerator. We illustrate the difference in computations across software programs for the original and new scaled tests and provide LISREL, EQS, and Mplus syntax in both single- and multiple-group form for specifying the model M 10 that is involved in the new test. 相似文献
998.
Grant B. Morgan 《Structural equation modeling》2013,20(1):76-86
This Monte Carlo study examines the performance of fit indices commonly used by applied researchers interested in finite mixture modeling for the purposes of classification. Conditions for the simulation study were selected to reflect conditions found in applied educational and psychological research. The factors included in the investigation were metric level of indicators, sample size, and class prevalence. All models contained a combination of categorical and continuous indicators. All categorical indicators were dichotomous, and continuous indicators were normally distributed. The fit indices examined were Akaike’s information criterion, Bayesian information criterion (BIC), sample size-adjusted Bayesian information criterion (SSBIC), integrated classification likelihood criterion with Bayesian-type approximation, and Lo–Mendell–Rubin likelihood ratio test. Overall, SSBIC tended to identify the correct solution with higher frequency than other indices. BIC tended to identify the correct solution with higher frequency than the other indices in models with more continuous than categorical indicators, or when rare classes were absent. 相似文献
999.
Howard P. Parette Jack J. Hourcade Craig Blum Emily H. Watts Julia B. Stoner Brian W. Wojcik Shannon B. Chrismore 《Early Childhood Education Journal》2013,41(3):171-179
This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented. 相似文献
1000.
Carrie B. Myers Doreen E. Brown D. Michael Pavel 《Journal of Education for Students Placed at Risk》2013,18(4):299-321
The purpose of this study was to assess how a comprehensive precollege intervention and developmental program among low-income high school students contributed to college enrollment outcomes measured in 2006. Our focus was on the Fifth Cohort of the Washington State Achievers (WSA) Program, which provides financial, academic, and college preparation support to 500 high school students who come from the lowest 35% of Washington state income levels. One important feature of the WSA Program is that it provided funding for complete high school curriculum reform among 16 Washington high schools that have a high prevalence of low-income students. The data set contained three groups of students from these 16 high schools: Funded Achievers who were part of the WSA Program and received funding for college; Nonfunded Achievers who were part of the WSA Program and but did not receive funding for college; and Nonrecipients who were neither part of the WSA Program nor received funding for college. Results from generalized multinomial logistic models found two trends (a) early and continuous financial support for college along with being active in the WSA Program nearly guarantees enrollment in college and increases enrollment in 4-year and highly selective colleges; and (b) even in the absence of financial support for college there are still quantifiable and positive effects on college-going for just participating in the WSA Program and receiving its abundant nonfinancial resources and support. These results persist even with strong controls for selection, background, academic, financial, aspiration, and school-level variables. 相似文献