全文获取类型
收费全文 | 8529篇 |
免费 | 111篇 |
国内免费 | 71篇 |
专业分类
教育 | 5839篇 |
科学研究 | 796篇 |
各国文化 | 122篇 |
体育 | 675篇 |
综合类 | 220篇 |
文化理论 | 70篇 |
信息传播 | 989篇 |
出版年
2022年 | 54篇 |
2021年 | 107篇 |
2020年 | 114篇 |
2019年 | 149篇 |
2018年 | 126篇 |
2017年 | 200篇 |
2016年 | 172篇 |
2015年 | 195篇 |
2014年 | 267篇 |
2013年 | 1683篇 |
2012年 | 315篇 |
2011年 | 315篇 |
2010年 | 309篇 |
2009年 | 319篇 |
2008年 | 313篇 |
2007年 | 301篇 |
2006年 | 305篇 |
2005年 | 240篇 |
2004年 | 207篇 |
2003年 | 173篇 |
2002年 | 179篇 |
2001年 | 131篇 |
2000年 | 122篇 |
1999年 | 85篇 |
1998年 | 78篇 |
1997年 | 91篇 |
1996年 | 89篇 |
1995年 | 84篇 |
1994年 | 88篇 |
1993年 | 74篇 |
1992年 | 74篇 |
1991年 | 85篇 |
1990年 | 82篇 |
1989年 | 80篇 |
1988年 | 71篇 |
1987年 | 64篇 |
1986年 | 72篇 |
1985年 | 61篇 |
1984年 | 63篇 |
1983年 | 89篇 |
1982年 | 62篇 |
1981年 | 62篇 |
1980年 | 67篇 |
1979年 | 59篇 |
1978年 | 82篇 |
1977年 | 69篇 |
1976年 | 52篇 |
1975年 | 52篇 |
1973年 | 45篇 |
1970年 | 50篇 |
排序方式: 共有8711条查询结果,搜索用时 15 毫秒
991.
Carini Robert M. Hayek John C. Kuh George D. Kennedy John M. Ouimet Judith A. 《Research in higher education》2003,44(1):1-19
We examined the responses of 58,288 college students to 8 scales involving 53 items from the National Survey of Student Engagement (NSSE) to gauge whether individuals respond differently to surveys administered via the Web and paper. Multivariate regression analyses indicated that mode effects were generally small. However, students who completed the Web-based survey responded more favorably than paper on all 8 scales. These patterns generally held for both women and men, and younger and older students. Interestingly, the largest effect was found for a scale of items involving computing and information technology. 相似文献
992.
J. Fredericks Volkwein Lisa R. Lattuca Betty J. Harper Robert J. Domingo 《Research in higher education》2007,48(2):251-282
This research uses a conceptual model to examine the influence of a change in accreditation standards on a representative
national sample of 203 engineering programs at 40 institutions. Based on data collected from more than 140 program chairs,
1,200 faculty, 4,300 graduates of 2004, and 5,400 graduates of 1994, the study investigates the differential impact of the
change in accreditation standards on programs reviewed in different years during the period of transition. Despite significant
variation across most of the measures and groups in 1994 (before the introduction of the new accreditation criteria), the
2004 evidence demonstrates a surprisingly uniform level of student experiences and outcomes. These findings suggest that engineering
accreditation is beginning to accomplish its quality assurance goals.
This is a revised version of a research paper presented at the meeting of the Association for Institutional Research, May
17, 2006, Chicago, IL. 相似文献
993.
Robert A. Reiser Marcy P. Driscoll Adriana Vergara 《Educational technology research and development : ETR & D》1987,35(4):195-202
This study examined whether the criteria for mastering unit quizzes in a mastery-oriented course should increase, decrease,
or remain fixed across units. Subjects were randomly assigned to one of three treatments, one in which mastery criteria on
unit quizzes gradually increased, a second in which mastery criteria gradually decreased, and a third in which mastery criteria
remained fixed. Results indicated that students in the fixed criterion condition proceeded through the course at the steadiest
pace and performed better than the other students on the unit quizzes they mastered. In addition, the vast majority of subjects
indicated that they preferred the fixed criterion condition. These results strengthen the notion that the level of performance
expected of students in a mastery-oriented course should not vary across units. 相似文献
994.
995.
Robert J. Sternberg 《Roeper Review》2017,39(4):246-249
In this essay, I reply to my five commentators in the October 2017 issue of the Roeper Review to my July 2017 article: “ACCEL: A New Model for Identifying the Gifted.” I respond to each in turn. I end with the question I believe most important for those of us interested in giftedness to confront at the present moment. 相似文献
996.
997.
998.
999.
1000.