全文获取类型
收费全文 | 573篇 |
免费 | 18篇 |
专业分类
教育 | 455篇 |
科学研究 | 14篇 |
各国文化 | 8篇 |
体育 | 27篇 |
综合类 | 1篇 |
文化理论 | 1篇 |
信息传播 | 85篇 |
出版年
2022年 | 6篇 |
2021年 | 5篇 |
2020年 | 10篇 |
2019年 | 20篇 |
2018年 | 26篇 |
2017年 | 26篇 |
2016年 | 30篇 |
2015年 | 17篇 |
2014年 | 20篇 |
2013年 | 139篇 |
2012年 | 13篇 |
2011年 | 14篇 |
2010年 | 14篇 |
2009年 | 16篇 |
2008年 | 11篇 |
2007年 | 22篇 |
2006年 | 19篇 |
2005年 | 12篇 |
2004年 | 11篇 |
2003年 | 12篇 |
2002年 | 9篇 |
2001年 | 10篇 |
2000年 | 12篇 |
1999年 | 8篇 |
1998年 | 9篇 |
1997年 | 12篇 |
1996年 | 5篇 |
1995年 | 8篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 9篇 |
1989年 | 3篇 |
1985年 | 6篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1979年 | 4篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1968年 | 1篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1962年 | 1篇 |
1956年 | 2篇 |
1955年 | 1篇 |
1938年 | 1篇 |
排序方式: 共有591条查询结果,搜索用时 93 毫秒
81.
The authors detail the development of an on‐line course, “Marketing Theory and Practice On‐line” (MTPO) as part of the charter‐mandated commitment of Monash University of Australia to deliver quality flexible education transnationally. The course, that is now offered to both on‐campus and distance education students, uses a full range of media and computer technologies, including the Internet, e‐mail, bulletin boards, on‐line library facilities, video animations, and hypertext. The guiding principles for the development of the course were that the methodology must enrich the learning experience; the communication shell must enrich a scholarly environment; and the subject development should encourage and facilitate new opportunities. The ultimate aim is to utilize MTPO as the basis for international collaboration and to use the collaboration in question to develop a stronger intellectual package with specialist marketing subjects at both the undergraduate and the postgraduate levels. 相似文献
82.
Meagan R. Talbott Gregory S. Young Jeff Munson Annette Estes Laurie A. Vismara Sally J. Rogers 《Child development》2020,91(3):743-753
In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words. 相似文献
83.
84.
The individual members of 35 UK learned societies were surveyed on their attitudes to open access (OA); 1,368 responses were received. Most respondents said they knew what OA was, and supported the idea of OA journals. However, although 60% said that they read OA journals and 25% that they published in them, in both cases around one‐third of the journals named were not OA. While many were in favour of increased access through OA journals, concerns were expressed about the cost to authors, possible reduction in quality, and negative impact on existing journals, publishers, and societies. By contrast, less than half knew what self‐archiving was; 36% thought it was a good idea and 50% were unsure. Just under half said they used repositories of self‐archived articles, but 13% of references were not in fact to self‐archiving repositories. 29% said they self‐archived their own articles, but 10% of references were not to publicly accessible sites of any kind. The access and convenience of self‐archiving repositories were seen as positive, but there were concerns about quality control, workload for authors and institutions, chaotic proliferation of versions, and potential damage to existing journals, publishers, and societies. 相似文献
85.
86.
The research reported in this paper used a modified Delphi procedure in an attempt to establish a consensus on tasks proposed to assess components of number sense identified as essential for early mathematics success by a broad range of academics with expertise in the area of early mathematics. Tasks included as measures of these components were based on assessment tasks developed by early mathematics researchers. Eighteen questionnaires were returned by academics from Australia, the UK, New Zealand, The Netherlands and the USA, all with published work in the areas of early mathematics and/or number sense. Both the proposed components and tasks in the questionnaires were limited to the number domain. The study revealed considerable agreement with a number of the proposed tasks and thus provided a way forward for the development of an early number sense assessment to be trialled with young children prior to their first year of formal schooling. 相似文献
87.
Previous research notes the importance of understanding racial/ethnic differential prediction of college grades across multiple institutions. Institutional variation in selection indices is especially important given some states' laws governing public institutions' admissions decisions. This paper employed multilevel moderated multiple regression to study the variation of selection indices across 30 institutions and the accuracy of selection indices in predicting college grades for students of different racial/ethnic backgrounds. Several benefits of multilevel models for cross-institutional differential prediction studies were described and include: controlling for institutional differences in range restriction, providing reliability estimates of least squares estimates, and adjusting criterion scores for differences in coursework difficulty. The findings from this study provide evidence of institutional variation in selection indices, which challenges current laws aimed at standardizing them. Specifically, there was evidence that the predictor slope coefficients varied across institutions, in addition to the estimates that measured intercept differences for African and Asian American students. Across universities, the results mirrored previous findings: high school grade point average (GPA) differentially predicted grades for African Americans, SAT verbal scores differentially predict grades for Asian Americans, and SAT math scores were better predictors of Asian Americans' grades. 相似文献
88.
89.
Elizabeth J. Pretorius Sally Currin 《International Journal of Educational Development》2010,30(1):67-76
There is little research on differential reading performance in multilingual contexts in less than ideal learning conditions. This article reports on a reading intervention project in a poor multilingual primary school in South Africa where reading levels in Northern Sotho (home language) and English (language of schooling) were initially very low amongst Grade 7 learners. The nature of the reading intervention is briefly sketched and the outcomes after three years of implementation presented. Results at the intervention school showed some Matthew effects in both languages. Differential reading performance is discussed in relation to the high poverty and multilingual context of the school. Although this is a single case longitudinal study, implications for reading interventions and classroom instruction are considered in the context of disadvantaged multilingual primary schools. 相似文献
90.
Sally Robinson Alison Ekins Ian Durrant Kathryn Summers 《Pastoral Care in Education》2018,36(1):57-69
The number of children with life-limiting or life-threatening conditions in England is double what it was at the millennium. These conditions include cystic fibrosis, cancer, organ failure and severe neurological injuries. The Teaching for Life project aimed to explore the needs of teachers working in English schools in relation to working with children with life-limiting or life-threatening conditions. Ninety teachers completed a questionnaire and 38 completed individual and group interviews. About half the teachers interviewed had experience of working with children with life-limiting or life-threatening conditions, and half did not. The teachers expressed a number of anxieties about coping with illness, death and bereavement. They described difficulties in communicating with parents, children and health professionals. They worried about maintaining their professional role whilst needing to contain their own emotions and the emotions of others, within school cultures that did not feel supportive. The paper concludes that policies and practices that seek to support children with medical conditions need to acknowledge the weight of responsibility for teachers. They need to articulate with a whole school approach that protects and promotes teachers’ emotional well-being. 相似文献