全文获取类型
收费全文 | 299篇 |
免费 | 5篇 |
专业分类
教育 | 237篇 |
科学研究 | 14篇 |
各国文化 | 4篇 |
体育 | 32篇 |
文化理论 | 1篇 |
信息传播 | 16篇 |
出版年
2022年 | 3篇 |
2021年 | 3篇 |
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 12篇 |
2017年 | 9篇 |
2016年 | 10篇 |
2015年 | 2篇 |
2014年 | 8篇 |
2013年 | 79篇 |
2012年 | 3篇 |
2011年 | 5篇 |
2010年 | 6篇 |
2009年 | 6篇 |
2008年 | 6篇 |
2007年 | 4篇 |
2006年 | 4篇 |
2005年 | 3篇 |
2004年 | 2篇 |
2002年 | 5篇 |
2001年 | 3篇 |
2000年 | 6篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 8篇 |
1994年 | 2篇 |
1992年 | 6篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1987年 | 6篇 |
1985年 | 4篇 |
1984年 | 2篇 |
1983年 | 5篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1977年 | 2篇 |
1976年 | 6篇 |
1973年 | 3篇 |
1971年 | 3篇 |
1970年 | 4篇 |
1969年 | 2篇 |
1967年 | 2篇 |
1966年 | 2篇 |
1964年 | 3篇 |
1892年 | 1篇 |
1890年 | 1篇 |
排序方式: 共有304条查询结果,搜索用时 15 毫秒
51.
52.
53.
Geoffrey Lloyd 《Metascience》2016,25(2):247-249
54.
Neil Romanosky Lloyd Chittenden Kathryn Munson Gretchen Smith 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):285-291
As an assignment for the Reference and User Services Association and as part of the American Library Association Emerging Leaders Program, the authors created a databank to house the results of a large-scale interlibrary loan staffing survey. After examining the pros and cons of several software solutions, the authors decided to use a Web-based database product, Dabble DB. The paper discusses the scope, outcomes, and value of the Reference and User Services Association interlibrary loan survey, the development of the authors’ project plan, and recommendations for the use of cloud-based database products in library operations. 相似文献
55.
Richard Lowry David Sleet Carlton Duncan Ken Powell Lloyd Kolbe 《Educational Psychology Review》1995,7(1):7-39
Interpersonal violence among youth is a growing problem in many communities and schools across the nation. The causes of violence are multiple and complex. This paper examines the extent and nature of interpersonal violence among youth as well as the individual and societal factors which contribute to youth violence. Adolescents are disproportionately represented as both victims and perpetrators of fatal and nonfatal assaultive violence. Homicide rates among young men in the United States are vastly greater than those of other Western industrialized nations. Persons age 12–24 years face the highest risk of nonfatal violent victimization of any segment of our society. Arrest rates for homicide, rape, robbery, and aggravated assault peak among adolescents and young adults. Further, arrest rates for murder and other violent crimes have increased substantially among this age group since the mid-1980s. Effective prevention programs will require combinations of interventions aimed at multiple factors and delivered through many channels. 相似文献
56.
Samantha E. Goldman Carrie A. Glover Blair P. Lloyd Erin E. Barton Maria P. Mello 《Exceptionality》2018,26(3):162-175
Low-income, minority families are underrepresented in the literature on parent training for school-aged children with autism spectrum disorder (ASD). Although the use of visual supports, such as visual schedules, is considered to be an evidence-based practice for children with ASD in school, it is not known whether this strategy is effective for minority, low-income families when implemented by the parent in the home setting. This study used a multiple-baseline across routines design replicated across two African American child-mother dyads to examine the effects of a parent-implemented visual schedule procedure on child independent schedule use and between-activity transitions. Parent participants were trained to implement a visual schedule intervention during home routines. Although a functional relation was demonstrated across routines for one mother-child dyad, results varied across participants, highlighting the importance of treatment fidelity. Implications for future research, including the challenges involved in parent-implemented interventions in low-income settings for minority children with ASD, are addressed. 相似文献
57.
58.
59.
60.
Lloyd Bond 《Educational Measurement》2020,39(3):86-89
Three examples of extant testing practices (i.e., a classroom instructor's use of a simple pre-post design, the practice of teaching to the test, and the think aloud verbal protocol) are discussed to illustrate the contention that assessment in the service of testing and learning does not necessarily involve radically different assessment practices. It is demonstrated that activities already familiar to teachers and assessment specialists can powerfully inform student learning and teaching practice. 相似文献