全文获取类型
收费全文 | 6333篇 |
免费 | 80篇 |
国内免费 | 6篇 |
专业分类
教育 | 4646篇 |
科学研究 | 398篇 |
各国文化 | 100篇 |
体育 | 509篇 |
综合类 | 4篇 |
文化理论 | 107篇 |
信息传播 | 655篇 |
出版年
2023年 | 16篇 |
2022年 | 27篇 |
2021年 | 72篇 |
2020年 | 159篇 |
2019年 | 204篇 |
2018年 | 225篇 |
2017年 | 260篇 |
2016年 | 246篇 |
2015年 | 153篇 |
2014年 | 190篇 |
2013年 | 1337篇 |
2012年 | 183篇 |
2011年 | 199篇 |
2010年 | 158篇 |
2009年 | 154篇 |
2008年 | 187篇 |
2007年 | 181篇 |
2006年 | 153篇 |
2005年 | 165篇 |
2004年 | 139篇 |
2003年 | 142篇 |
2002年 | 130篇 |
2001年 | 107篇 |
2000年 | 108篇 |
1999年 | 69篇 |
1998年 | 67篇 |
1997年 | 87篇 |
1996年 | 88篇 |
1995年 | 61篇 |
1994年 | 77篇 |
1993年 | 64篇 |
1992年 | 78篇 |
1991年 | 61篇 |
1990年 | 63篇 |
1989年 | 51篇 |
1988年 | 60篇 |
1987年 | 44篇 |
1986年 | 55篇 |
1985年 | 61篇 |
1984年 | 59篇 |
1983年 | 60篇 |
1982年 | 48篇 |
1981年 | 40篇 |
1980年 | 41篇 |
1979年 | 46篇 |
1978年 | 48篇 |
1977年 | 29篇 |
1976年 | 25篇 |
1975年 | 18篇 |
1948年 | 18篇 |
排序方式: 共有6419条查询结果,搜索用时 0 毫秒
81.
Although much attention has been given to rater effects in rater‐mediated assessment contexts, little research has examined the overall stability of leniency and severity effects over time. This study examined longitudinal scoring data collected during three consecutive administrations of a large‐scale, multi‐state summative assessment program. Multilevel models were used to assess the overall extent of rater leniency/severity during scoring and examine the extent to which leniency/severity effects were stable across the three administrations. Model results were then applied to scaled scores to estimate the impact of the stability of leniency/severity effects on students’ scores. Results showed relative scoring stability across administrations in mathematics. In English language arts, short constructed response items showed evidence of slightly increasing severity across administrations, while essays showed mixed results: evidence of both slightly increasing severity and moderately increasing leniency over time, depending on trait. However, when model results were applied to scaled scores, results revealed rater effects had minimal impact on students’ scores. 相似文献
82.
Michael D. Hammond 《Christian Higher Education》2019,18(1-2):3-15
The Council for Christian Colleges & Universities (CCCU) is the most successful higher education organization to emerge from the modern American evangelical movement. Especially within the context of the United States, higher education has been a key element of neo-evangelicalism since the 1940s. Rather than choosing between biblical truth and cultural outreach, post–World War II neo-evangelicals called the church toward a thoughtful approach to address the needs of the world. The early movement was focused not only on evangelistic ministry efforts, but also on education as a primary means for shaping the culture. As modern evangelicalism took shape in the 1950s, the movement struggled to find a consistent moral voice. From early challenges related to the civil rights movement to current debates over poverty and immigration, evangelicals have engaged with cultural issues, but with a wide variety of strategies and viewpoints. Political issues have brought evangelicals into public life, and some leaders have used elections as the primary means for promoting moral concerns. Consequently, the public may often view U.S. evangelicals as activists concerned with political voting rather than as sincere followers of Christ who are committed to social ethics. Yet, the Christian college represents a significant platform for sustaining evangelical thought in public life. Evangelicalism has suffered a fracturing in the last decade or so, and the term now carries a negative connotation in some circles. Many colleges in the CCCU are searching for a new way to describe their evangelical identity. The historical meaning of the term evangelical focused on gospel proclamation and social reform. A return to this emphasis, as well as an alignment with the international focus of evangelical movement, can provide a more accurate and consistent legacy for evangelical institutions. 相似文献
83.
Cultural Studies of Science Education - Recommendations for teaching the nature of science (NOS) are grounded in a deficit view of students and/or the public—wherein people accept... 相似文献
84.
Michael Furlong Leslie Babinski Scott Poland Jessica Muoz Sharon Boles 《Psychology in the schools》1996,33(1):28-37
Recent concern about school violence has increased demands on school psychologists to respond to safety concerns on their school campuses. In this study, 123 school psychologists responded to a survey about their perceptions, experiences, and readiness to meaningfully address school violence. School psychologists reported that they do not worry about their personal safety at school (78%), but most felt unprepared to deal with school violence (73%) and had received no specialized training in this area (85%). A principal components analysis of the types of violence school psychologists perceived to occur on their campuses identified a range of incidents from bullying to antisocial behavior. School psychologists working in inner-city schools were more likely to believe that their schools had high levels of violence (45.6%) compared with those working in urban-not inner-city (14.3%), suburban (4.9%), or rural (0%) schools. Recommendations to prepare school psychologists to help prevent, reduce, and respond to campus violence are discussed. © 1996 John Wiley & Sons, Inc. 相似文献
85.
86.
Klingner Stephan Miller Mihail Becker Michael Schumacher Frank 《Journal of Cultural Economics》2021,45(4):633-670
Journal of Cultural Economics - In the competitive, increasingly international music business, publishers are developing new ways to increase effectiveness and efficiency of the monetization of the... 相似文献
87.
88.
89.
90.
The KAIT (Kaufman Adolescent and Adult Intelligence Test) is a relatively new test of intelligence. This paper explores its use in a southwestern university with three different student groups. The results are reported and implications noted. 相似文献