全文获取类型
收费全文 | 2767篇 |
免费 | 52篇 |
专业分类
教育 | 2281篇 |
科学研究 | 51篇 |
各国文化 | 58篇 |
体育 | 101篇 |
综合类 | 2篇 |
文化理论 | 9篇 |
信息传播 | 317篇 |
出版年
2023年 | 9篇 |
2022年 | 16篇 |
2021年 | 31篇 |
2020年 | 52篇 |
2019年 | 104篇 |
2018年 | 128篇 |
2017年 | 137篇 |
2016年 | 110篇 |
2015年 | 63篇 |
2014年 | 109篇 |
2013年 | 656篇 |
2012年 | 79篇 |
2011年 | 81篇 |
2010年 | 82篇 |
2009年 | 88篇 |
2008年 | 90篇 |
2007年 | 78篇 |
2006年 | 59篇 |
2005年 | 69篇 |
2004年 | 63篇 |
2003年 | 57篇 |
2002年 | 47篇 |
2001年 | 39篇 |
2000年 | 36篇 |
1999年 | 31篇 |
1998年 | 22篇 |
1997年 | 37篇 |
1996年 | 20篇 |
1995年 | 30篇 |
1994年 | 35篇 |
1993年 | 25篇 |
1992年 | 17篇 |
1991年 | 27篇 |
1990年 | 30篇 |
1989年 | 18篇 |
1988年 | 16篇 |
1987年 | 11篇 |
1986年 | 15篇 |
1985年 | 14篇 |
1984年 | 23篇 |
1983年 | 14篇 |
1982年 | 18篇 |
1981年 | 17篇 |
1980年 | 18篇 |
1979年 | 12篇 |
1978年 | 10篇 |
1977年 | 11篇 |
1976年 | 14篇 |
1974年 | 13篇 |
1973年 | 9篇 |
排序方式: 共有2819条查询结果,搜索用时 31 毫秒
981.
Students with developmental disabilities are being increasingly included in college life. As this occurs, academic libraries will be providing more services to this population. This discussion of services to users with developmental disabilities attempts to help fill a gap in the literature and provide information that can be useful for libraries to build on as they develop services. Furthermore, by focusing on students with developmental disabilities, there are opportunities to improve services for all students. 相似文献
982.
983.
984.
Ann Chinnery 《Equity & Excellence in Education》2013,46(4):395-404
Although school climate has been thought to be especially important for racial minority and poor students (Booker, 2006; Haynes, Emmons, &; Ben-Avie, 1997), little research has explored the significance of racial climate for these students. Furthermore, research in the area has tended to treat race, socioeconomic class, and gender separately, ignoring the ways in which they interact. Using quantitative survey data from 842 African American and white middle school students, this study examined the associations of race, class, and gender with school racial climate perceptions. Results indicated students’ perceptions of racial climate differed by race, class, and gender. African American, poor, and female students perceived the racial climate in more negative terms than their white, non-poor, and male counterparts, respectively. Results also indicated joint associations between race and class and climate perceptions. Non-poor, African American students perceived a more negative racial climate than did non-poor Whites. There was limited support for a race and gender interaction. African American females tended to perceive less racial fairness in school than African American males. We discuss the conceptual and methodological tradeoffs of examining students’ school racial climate perceptions from a perspective that considers race, class, and gender jointly. 相似文献
985.
Sports metaphor is employed as an epistemic tool for describing psychological, sociocultural, and organizational factors that contribute to enduring gender bias, inequalities, and discrimination faced by women faculty at colleges and universities. Quantitative and qualitative data from two comprehensive institutional campus climate studies show that women and men faculty experience their work lives differently. Based upon our analyses, we argue for restructuring the embedded normative values and processes that inform the academic playbook. 相似文献
986.
Ann Tumblin 《The Journal of perinatal education》2013,22(3):130-132
This is the family-centered cesarean birth story of my twin grandchildren. Because of good prenatal education; a well-chosen, dedicated care provider; and parents with focus, I am able to share a beautiful birth story. I hope relating this story encourages other childbirth educators to present various options for cesarean in their classes, thereby educating the public about this beautiful opportunity if a cesarean birth is necessary. 相似文献
987.
Educational program assessment studies often use data from low-stakes tests to provide evidence of program quality. The validity of scores from such tests, however, is potentially threatened by examinee noneffort. This study investigated the extent to which one type of noneffort—rapid-guessing behavior—distorted the results from three types of commonly used program assessment designs. It was found that, for each design, a modest amount of rapid guessing had a pronounced effect on the results. In addition, motivation filtering was found to be successful in mitigating the effects caused by rapid guessing. It is suggested that measurement practitioners routinely apply motivation filtering whenever the data from low-stakes tests are used to support program decisions. 相似文献
988.
Christine E. Demars 《Educational Assessment》2013,18(1):23-45
Abstract A series of 8 tests was administered to university students over 4 weeks for program assessment purposes. The stakes of these tests were low for students; they received course points based on test completion, not test performance. Tests were administered in a counterbalanced order across 2 administrations. Response time effort, a measure of the proportion of items on which solution behavior rather than rapid-guessing behavior was used, was higher when a test was administered in the 1st week. Test scores were also higher. Differences between Week 1 and Week 4 test scores decreased when the test was scored with an effort-moderated model that took into account whether the student used solution or rapid-guessing behavior. Differences further decreased when students who used rapid-guessing on 5 or more of the 30 items were filtered from the data set. 相似文献
989.
990.
David N. Rapp Paul van den Broek Kristen L. McMaster Panayiota Kendeou Christine A. Espin 《Scientific Studies of Reading》2013,17(4):289-312
Many children struggle to learn to read, and these difficulties can persist well into adulthood. To address this problem, researchers have investigated the processes that underlie reading. An informative body of work has thus identified basic skills (e.g., decoding, vocabulary knowledge) as necessary for successful reading. Researchers also have begun to examine comprehension skills and their contributions to the reading process. In this article we describe research from the cognitive sciences on the processes that underlie higher-order, coherence-oriented comprehension to provide an empirically and theoretically driven perspective for investigating struggling readers' difficulties. We show that this perspective is particularly beneficial in the development and assessment of instructional approaches by relating it to existing, effective interventions. Finally, we demonstrate how our own research activities have derived from this perspective and how preliminary findings extend our understanding of readers' difficulties. This work seeks to address existing challenges in the field of reading comprehension while also suggesting new ways of investigating the plight of struggling readers. 相似文献