全文获取类型
收费全文 | 13424篇 |
免费 | 177篇 |
国内免费 | 21篇 |
专业分类
教育 | 9344篇 |
科学研究 | 1524篇 |
各国文化 | 125篇 |
体育 | 1151篇 |
综合类 | 6篇 |
文化理论 | 98篇 |
信息传播 | 1374篇 |
出版年
2021年 | 138篇 |
2020年 | 195篇 |
2019年 | 267篇 |
2018年 | 367篇 |
2017年 | 350篇 |
2016年 | 356篇 |
2015年 | 238篇 |
2014年 | 314篇 |
2013年 | 2306篇 |
2012年 | 291篇 |
2011年 | 315篇 |
2010年 | 278篇 |
2009年 | 218篇 |
2008年 | 268篇 |
2007年 | 238篇 |
2006年 | 232篇 |
2005年 | 207篇 |
2004年 | 227篇 |
2003年 | 204篇 |
2002年 | 175篇 |
2001年 | 444篇 |
2000年 | 291篇 |
1999年 | 253篇 |
1998年 | 117篇 |
1997年 | 155篇 |
1996年 | 132篇 |
1995年 | 123篇 |
1994年 | 144篇 |
1993年 | 110篇 |
1992年 | 181篇 |
1991年 | 191篇 |
1990年 | 192篇 |
1989年 | 198篇 |
1988年 | 165篇 |
1987年 | 158篇 |
1986年 | 167篇 |
1985年 | 205篇 |
1984年 | 160篇 |
1983年 | 148篇 |
1982年 | 128篇 |
1981年 | 121篇 |
1980年 | 115篇 |
1979年 | 163篇 |
1978年 | 131篇 |
1977年 | 116篇 |
1976年 | 92篇 |
1975年 | 112篇 |
1974年 | 100篇 |
1973年 | 107篇 |
1971年 | 98篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
Next Generation Science Standards: All Standards,All Students 总被引:1,自引:0,他引:1
992.
Andrea C. Walker Rachelle Gewecke Illene N. Cupit Jeffrey T. Fox 《Journal of College Counseling》2014,17(2):131-149
This phenomenological study, based on ecological systems theory, examined the college student bereavement experience in a Christian university. Undergraduate students (N = 127) from a small Christian university provided answers to open‐ended questions about their experiences regarding college following a death loss. Results indicate that students are generally successful in adapting to bereavement and prefer an environment open to discussing death and asking difficult religious questions. Implications for counselors are provided. 相似文献
993.
C. Nikki Arrington Paulina A. Kulesz David J. Francis Jack M. Fletcher Marcia A. Barnes 《Scientific Studies of Reading》2014,18(5):325-346
Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in 1,134 adolescent students. Path analyses were used to assess the direct and indirect effects of working memory and aspects of attentional control on reading comprehension and decoding. There were significant direct effects of working memory, sustained attention, and cognitive inhibition on reading comprehension, but not decoding. There was a significant direct effect of working memory and response inhibition on decoding, but not comprehension. These results suggest that different aspects of attentional control are important for decoding versus comprehension. 相似文献
994.
Roosmarijn M.C. Schelvis Gerard I.J.M. Zwetsloot Evelien H. Bos Noortje M. Wiezer 《Teachers and Teaching》2014,20(5):622-637
In this paper, we will explore the relevance, meaning and perspectives of teacher, team and school resilience. The central research questions are: does the concept of teacher, team and school resilience offer new and promising perspectives on persistent problems in the educational sector? And secondly; how can resilience at individual, team and school level potentially be strengthened? After an insight into the context of the educational system in the Netherlands, we describe the current challenges in the educational system and sector both internationally and for the Netherlands based on a dialogue with stakeholders, scientific literature and data from the Netherlands Working Conditions Survey 2010. We propose that the educational field would benefit from a proactive approach that includes interrelated levels of actors (i.e. individual, team and school). We elaborate on this argument by making use of four resilience-related theories developed in a variety of areas: Resilience Engineering (focusing on four abilities for resilience), organizational mindfulness (focusing on signalling early warnings threatening resilience), the human resource management perspective on resilience (focusing on constraint vs. commitment of employees) and resilience as a social system (focusing on resilience as an interpersonal asset). Each of these theories points out that multilevel approaches for developing resilience are useful. Thereafter, four abilities (anticipation, monitoring, responding and learning) that seem vital for the process of developing resilience are described and discussed at individual, team and school level making use of practical examples based on stakeholders’ experiences. We discuss that the resilience perspective is promising and deserves (co-created) experimentation in the educational sector. Due to the theoretical nature of this paper, the findings could be useful to set agendas, but they need carefully evaluated pilot projects for future confirmation. 相似文献
995.
Tertiary Education and Management - Gray, C., Swain, J., and Rodway-Dyer, S. (2014). Student voice and engagement: connecting through partnership. Tertiary Education and Management, 20(1), pp.... 相似文献
996.
Rachel C. Brandt Morgan Chitiyo Michael E. May 《Journal of Research in Special Educational Needs》2014,14(4):229-238
School‐Wide Positive Behaviour Support (SWPBS) is increasingly becoming a popular approach to managing challenging behaviour in schools. However, several issues still have to be addressed facilitate successful implementation of this approach in schools. One of these issues pertains to the appropriateness of the different measures used to determine the efficacy of the approach. Because many schools are using indirect measures to assess the effects of SWPBS implementation, determining which measures more accurately reflect the effectiveness of the SWPBS components may increase the effectiveness of school measurement systems. The purpose of this study was to examine the measures used in evaluating the efficacy of positive behaviour support. The paper discusses the strengths and weaknesses of outcome measures regarding problem behaviour, prosocial behaviour, and implementation fidelity. 相似文献
997.
Elizabeth Covay Minor Andrew C. Porter Joseph Murphy Ellen B. Goldring Xiu Cravens Stephen N. Elloitt 《Educational Assessment, Evaluation and Accountability》2014,26(1):29-48
The Vanderbilt Assessment of Leadership in Education (VAL-ED) provides educators with a tool for principal evaluation based on principal, teacher, and supervisor reports of principals’ learning-centered leadership. In this study, we conduct a known group analysis as part of a larger argument for the validity of the VAL-ED in US elementary and secondary schools. We asked superintendents to select the principals in their district who they believe in performance of their duties are in the top 20 % and the bottom 20 %. We ask how accurately VAL-ED scores can identify membership of the two known groups. Using a discriminant analysis, the VAL-ED places principals in the superintendent groups, on average, 70 % of the time for both elementary and secondary schools. Placement accuracy is greater for the top group than the bottom group. 相似文献
998.
Helen S. Du Samuel K.W. Chu Gary E. Gorman Felix L.C. Siu 《Library & information science research》2014
Three groups of social bookmarking users, namely experienced users, users with moderate level of experience, and novice users, were investigated, in terms of their reported tagging behaviors, perceived usefulness of social bookmarking in information discovery and management, and perceived usefulness of the bookmarking features provided. Based on the empirical analysis of the Connotea users, who are primarily in academia, the study shows that experienced academic users generally prefer to use social bookmarking while moderately experienced and novice users still prefer to use the traditional bookmarking methods, such as creating and using bookmarks on a dedicated computer. Experienced academic users were also found to create more tags per bookmark comparing to the other two groups. Most novice academic users, however, only created one tag per bookmark, which just met Connotea's minimum requirement. Surprisingly different from the collaborative design nature of the social bookmarking systems, the study finds that our participants, particularly experienced academic users, prefer to create and use their own bookmarks rather than sharing bookmarks created by others. In fact, experienced users have significantly higher frequency (once every two weeks) of creating bookmarks than the other two groups (once a month or less). In addition, website design features and functions, such as automatic collection of bibliographic information, are regarded by all participants as helpful for information discovery. The in-depth examination and discussion of the opinions of Connotea users may be useful for further improvement of the design features and usage applications, particularly for academic social bookmarking websites. The results may also have potential implications to the future development of social bookmarking services in general. 相似文献
999.
1000.