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531.
532.
Alison M. Mackenzie 《International Journal of Lifelong Education》2013,32(5):373-388
The study reported here examined the relationship between the final examination performance of adults enrolled in a university preparatory, or Access, course and (1) 29 approaches to studying; (2) 25 ways of coping; (3) trait anxiety; and (4) self‐reported examination anxiety. Eight approaches to studying and six ways of coping were significantly correlated with final examination mark. Extreme levels (high/low) of trait anxiety were significantly associated with lower final examination performance, moderate trait anxiety with higher final examination performance. Level of self‐reported examination anxiety was significantly positively correlated with level of trait anxiety but not with final examination performance. There were no significant differences in final examination performance associated with gender, age‐group or the presence/absence of recent examination experience. 相似文献
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534.
The United Kingdom has devised a set of National Learning Targets to be achieved by 2002. Revised from an earlier set of National Targets for Education and Training (NTETs), the latest ones embrace 11-21-year-olds, adults and employers and promote a credentialist approach to both economic and social development. Their primary purpose, according to the National Advisory Council for Education and Training Targets (NACETT) is to make the country more competitive internationally and to promote social cohesion. This paper draws on a study of how one occupational sector, the steel industry, measures up to the national targets for the adult workforce. The findings of the study question the appropriateness of using qualifications-based targets as a proxy for adult capability in the workplace and industrial viability. The paper argues that this credentialist approach detracts from the real challenges which the UK faces in becoming a learning society. 相似文献
535.
Alison Davies 《International journal of qualitative studies in education》2013,26(6):803-821
Students at a musical conservatory in Britain develop ideas of musical success or failure through using notions of ‘talent’ and ‘hard work’. Mature, working‐class and younger, middle‐class students utilize these notions differently. The latter maintain that innate capacities determine success while the former believe that social factors are also important. Conservatoire education may leave both unprepared for a professional world with fewer job possibilities and shrinking government support for the arts. 相似文献
536.
Alison Green 《Support for Learning》2009,24(3):146-146
537.
Annemarie H. Hindman Lori E. Skibbe Alison Miller Marc Zimmerman 《Early childhood research quarterly》2010
The current study investigated the extent to which child, family, and classroom factors during Head Start are related to children's literacy and mathematics skills at the beginning of preschool and through first grade. Children and families (n = 945) were participating in the Family and Child Experiences Survey (FACES), a large-scale data collection effort that assessed children's developing skills as well as their family and classroom environments. Longitudinal growth models revealed that Head Start children began their academic careers well below their more advantaged peers in literacy and mathematics, although by the end of first grade, their scores were nearly on par with national averages. Demographic characteristics of children, as well as their early language and social skills, were the strongest predictors of children's initial status and growth in both early academic domains. Results highlight key foundations and specific promotive factors of early school success for the nation's most disadvantaged children. 相似文献
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539.
OBJECTIVES: To compare the effectiveness and costs of providing information for patient care via librarian-mediated searches and information-skills training. METHODS: A questionnaire survey to library staff and health professionals in the North West. Data was collected on perceptions of services, satisfaction and service usage, allowing a cost analysis to be undertaken. Statistical data was analysed using Statistical Package for the Social Sciences (spss). RESULTS: Using satisfaction and use of skills as outcome measures, both mediated searches and information skills training are effective. A breakdown of costs per type of training session and literature search is provided. Cost-effectiveness is dependent on whether costs are viewed from a library or trust point of view. Providing information skills training does not reduce the volume of mediated-search requests. CONCLUSIONS: No one method of providing information for health professionals is more effective or cost-effective than another. A decision about which services to provide cannot be made on the basis of effectiveness or costs alone; the views of library staff and the health professionals they serve should also be taken into account. A proactive approach and targeting training towards those who are most likely to benefit may be an appropriate way forward. 相似文献
540.