全文获取类型
收费全文 | 1689篇 |
免费 | 24篇 |
国内免费 | 1篇 |
专业分类
教育 | 1179篇 |
科学研究 | 81篇 |
各国文化 | 13篇 |
体育 | 233篇 |
综合类 | 1篇 |
文化理论 | 23篇 |
信息传播 | 184篇 |
出版年
2023年 | 8篇 |
2022年 | 10篇 |
2021年 | 11篇 |
2020年 | 35篇 |
2019年 | 64篇 |
2018年 | 62篇 |
2017年 | 56篇 |
2016年 | 65篇 |
2015年 | 47篇 |
2014年 | 48篇 |
2013年 | 398篇 |
2012年 | 35篇 |
2011年 | 48篇 |
2010年 | 47篇 |
2009年 | 24篇 |
2008年 | 40篇 |
2007年 | 57篇 |
2006年 | 36篇 |
2005年 | 26篇 |
2004年 | 26篇 |
2003年 | 28篇 |
2002年 | 33篇 |
2001年 | 24篇 |
2000年 | 34篇 |
1999年 | 32篇 |
1998年 | 15篇 |
1997年 | 15篇 |
1996年 | 19篇 |
1995年 | 14篇 |
1994年 | 19篇 |
1993年 | 22篇 |
1992年 | 20篇 |
1991年 | 16篇 |
1990年 | 15篇 |
1989年 | 15篇 |
1988年 | 11篇 |
1987年 | 14篇 |
1986年 | 16篇 |
1985年 | 18篇 |
1984年 | 13篇 |
1983年 | 19篇 |
1982年 | 21篇 |
1981年 | 17篇 |
1980年 | 7篇 |
1979年 | 11篇 |
1978年 | 9篇 |
1977年 | 9篇 |
1975年 | 12篇 |
1973年 | 8篇 |
1972年 | 6篇 |
排序方式: 共有1714条查询结果,搜索用时 15 毫秒
111.
Jane Fedorowicz Janis L. Gogan Christine B. Williams 《Government Information Quarterly》2007,24(4):785
It is increasingly important for government agencies to collaborate across jurisdictional and functional boundaries. Interorganizational systems supporting interagency collaboration must accommodate a wide range of factors from the external environment and participating organizations as part of their design and operation. This paper presents the findings from a case study of CapWIN, a collaborative network created to enable first responders to share information across jurisdictional and functional boundaries as they work together during emergencies and other critical events. The study examines how aspects of the external environment and the agency context impeded or facilitated the CapWIN collaborative network and the interorganizational system (IOS) that supports it. We identify factors affecting information sharing and collaborative processes, and describe how these factors interact to enable and constrain an IOS. The paper concludes with suggestions for further research on the interplay of environmental, organizational, and technical aspects of interagency collaboration networks as they evolve over time. 相似文献
112.
113.
Narae Ju Natalie Williams Julie Sedivy Craig G. Chambers Susan A. Graham 《Child development》2023,94(5):1319-1329
This study examined 4- and 5-year-olds' incremental interpretation of size adjectives, focusing on whether contrastive inferences are modulated by speaker behavior. Children (N = 120, 59 females, mostly White, tested between July, 2018 and August, 2019) encountered either a conventional or unconventional speaker who labeled objects in a correspondingly typical or atypical way. Critical utterances contained size adjectives (e.g., “Look at the big duck”). With conventional speakers, gaze measures indicated that children rapidly used the adjective to differentiate members of a contrasting pair, indicating that even 4-year-olds derive contrastive inferences. With unconventional speakers, contrastive inferences were delayed in processing. The findings demonstrate that preschoolers adjust their use of pragmatic cues when presented with evidence disconfirming their default assumptions about a speaker. 相似文献
114.
Ben A. Williams 《Learning & behavior》1989,17(4):418-432
Rats were trained on a series of reversals of a successive discrimination in which the percentage of S+ trials ending in food was varied. Changes in the discrimination index occurred more slowly with 50% reinforcement than with 100% reinforcement when the number of training trials was equated across conditions, but were approximately invariant when the conditions were equated with respect to the number of obtained reinforcements. Presentation of free reinforcement during the intertrial intervals reduced the overall rate of discrimination acquisition, but left this invariance unaffected. Invariance in reinforcements necessary to attain acquisition also occurred when different discriminations correlated with different percentages of reinforcement were intermixed within experimental sessions. The failure of the invariance effect to be disrupted by either manipulation suggests that previous accounts of the invariance effect in terms of “comparator” models of conditioning (e.g., Gibbon & Balsam, 1981) are inadequate. 相似文献
115.
Shahron Williams van Rooij 《Educational technology research and development : ETR & D》2011,59(1):139-158
This paper reports the results of a study to identify the extent to which organizations that develop educational/training
products are committed to project management, as measured by their project management implementation maturity, as a methodology
that is separate and distinct from the processes of instructional design. A Web survey was conducted among 103 public and
private sector organizations worldwide that develop educational/training products. Results show no significant difference
by project management maturity level in the roles of instructional designer and project manager, although there is some relationship
between maturity level and how organizations perceive the skills/competencies of project managers versus those of instructional
designers. Further, organizational decision-makers have very specific expectations about the formal education and training
of educational/training product development project leaders. The findings should be of value to institutions of higher education
in evaluating programs that prepare students for careers in instructional design. 相似文献
116.
Building on recent theories ofscience in society, such as that provided bythe `Mode 2' framework, this paper argues thatgovernments should reconsider existingrelations among decision-makers, experts, andcitizens in the management of technology.Policy-makers need a set of `technologies ofhumility' for systematically assessing theunknown and the uncertain. Appropriate focalpoints for such modest assessments are framing,vulnerability, distribution, and learning. 相似文献
117.
118.
Kevin Wright Joan Stead Sheila Riddell Elisabet Weedon 《International Journal of Inclusive Education》2013,17(11):1099-1114
Partnerships with parents, particularly in the field of education, have featured prominently in policy rhetoric for many years, but routes of redress have not had much attention until relatively recently. The development of Alternative Dispute Resolution in the UK reflects the situation in several jurisdictions (e.g. Norway, Germany, the Netherlands) where citizens can choose not to go to court to resolve administrative disputes. Under the Education (Additional Support for Learning [ASL]) (Scotland) Act 2004 local authorities must establish and publicise procedures for identifying and meeting the needs of children requiring additional support for learning. The Act and Code of Practice advocate early intervention to prevent disagreements about the provision for additional support from escalating into more serious disputes, with local authorities required to provide information about, and access to, independent mediation for parents. In Scotland the ASL Act 2004 has resulted in four routes available for redress in the area of Additional Support Needs which include both mediation and litigation type processes: ? Informal mediation ? Formal mediation ? Adjudication ? Tribunal This article uses case study information from parents in three local authorities in Scotland to explore why independent mediation is being under-used by schools and parents, and what factors influence this. Questions are raised regarding the large numbers of parents who are unaware of mediation, the attitudes towards and use of independent mediation by local authorities and the suitability of independent mediation, particularly when the dispute is over resources. 相似文献
119.
120.