全文获取类型
收费全文 | 13616篇 |
免费 | 208篇 |
国内免费 | 11篇 |
专业分类
教育 | 9401篇 |
科学研究 | 1696篇 |
各国文化 | 117篇 |
体育 | 1024篇 |
综合类 | 17篇 |
文化理论 | 162篇 |
信息传播 | 1418篇 |
出版年
2022年 | 96篇 |
2021年 | 138篇 |
2020年 | 210篇 |
2019年 | 278篇 |
2018年 | 403篇 |
2017年 | 431篇 |
2016年 | 395篇 |
2015年 | 253篇 |
2014年 | 375篇 |
2013年 | 2235篇 |
2012年 | 336篇 |
2011年 | 316篇 |
2010年 | 304篇 |
2009年 | 270篇 |
2008年 | 281篇 |
2007年 | 292篇 |
2006年 | 274篇 |
2005年 | 236篇 |
2004年 | 260篇 |
2003年 | 229篇 |
2002年 | 240篇 |
2001年 | 313篇 |
2000年 | 334篇 |
1999年 | 257篇 |
1998年 | 141篇 |
1997年 | 184篇 |
1996年 | 177篇 |
1995年 | 120篇 |
1994年 | 131篇 |
1993年 | 120篇 |
1992年 | 198篇 |
1991年 | 184篇 |
1990年 | 216篇 |
1989年 | 216篇 |
1988年 | 182篇 |
1987年 | 192篇 |
1986年 | 174篇 |
1985年 | 211篇 |
1984年 | 152篇 |
1983年 | 131篇 |
1982年 | 130篇 |
1981年 | 113篇 |
1980年 | 113篇 |
1979年 | 176篇 |
1978年 | 133篇 |
1977年 | 114篇 |
1976年 | 89篇 |
1975年 | 93篇 |
1974年 | 94篇 |
1973年 | 92篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
951.
The purpose of this investigation was to examine the accuracy of teachers' judgments of students' early literacy skills and to determine if students' achievement levels influenced teachers' judgments. Typical and lower‐achieving kindergarten and first‐grade students' scores on the Nonsense Word Fluency and Phoneme Segmentation Fluency measures of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were compared to the predicted performance by their teachers. Results showed a moderately strong correlation between teachers' judgments and students' performance across all of the students, which is consistent with past research. Teachers' judgments, however, consistently and significantly overestimated the actual performance of students, particularly those who were typically performing students. The findings of the investigation suggest that relying on teachers' judgments of students' early literacy skills alone may be insufficient to accurately identify students at risk for reading difficulties. © 2011 Wiley Periodicals, Inc. 相似文献
952.
Organized research units—also known as centers, institutes, and laboratories—are increasingly prominent in the university.
This paper examines how ORUs emerge to promote global agendas and international collaborations in an academic health center
in North America. The roles these units play in helping researchers work across institutional and national boundaries are
identified and analyzed. The concept of boundary organizations is employed to explain the features of ORUs and the challenges
they face. Findings provide insight into how such units operate between local and global mandates, interest groups, and sources
of influence, helping to extend university research into the global space. 相似文献
953.
Natalia Alexeev Jonathan Templin Allan S. Cohen 《Journal of Educational Measurement》2011,48(3):313-332
Mixture Rasch models have been used to study a number of psychometric issues such as goodness of fit, response strategy differences, strategy shifts, and multidimensionality. Although these models offer the potential for improving understanding of the latent variables being measured, under some conditions overextraction of latent classes may occur, potentially leading to misinterpretation of results. In this study, a mixture Rasch model was applied to data from a statewide test that was initially calibrated to conform to a 3‐parameter logistic (3PL) model. Results suggested how latent classes could be explained and also suggested that these latent classes might be due to applying a mixture Rasch model to 3PL data. To support this latter conjecture, a simulation study was presented to demonstrate how data generated to fit a one‐class 2‐parameter logistic (2PL) model required more than one class when fit with a mixture Rasch model. 相似文献
954.
Problem analysis: Examining the selection and evaluation of data during problem‐solving consultation
The purpose of this study was to analyze how school psychologists engaged in problem analysis during problem‐solving consultation. Five aspects of the problem analysis process were examined: 1) the types of questions participants asked during problem identification, 2) the types of data participants requested, 3) the frequency of requests for each type of data, 4) the use of multiple methods and sources of data across multiple domains, and 5) the criteria used to interpret the data. Four school psychologists were recruited to each complete three fictional consultation cases within a computer‐simulated environment. A qualitative case study method was used. The results of this study revealed how school psychologists used theory, a multidimensional assessment framework, and self‐referent data to analyze a problem. Implications for future research are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
955.
Femmie Juffer Jesús Palacios Lucy Le Mare Edmund J. S. Sonuga‐Barke Wendy Tieman Marian J. Bakermans‐Kranenburg Panayiota Vorria Marinus H. van IJzendoorn Frank C. Verhulst 《Monographs of the Society for Research in Child Development》2011,76(4):31-61
This chapter first presents a review of research on the development of adopted children, focusing on meta‐analytic evidence and highlighting comparisons between adopted children with and without histories of early adversity. Some methodological issues arising from this literature are considered as well. Second, 7 longitudinal studies of adopted children's development are described, and the convergence of findings across the longitudinal studies and with the cross‐sectionally based meta‐analytic evidence is discussed. Third, the role of the adoptive family in supporting adopted children's development is explored. 相似文献
956.
Charles A. Nelson III Karen Bos Megan R. Gunnar Edmund J. S. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2011,76(4):127-146
Children raised in institutions frequently suffer from a variety of behavioral, emotional, and neuropsychological sequelae, including deficits in attention, executive functions, disorders of attachment, and in some cases a syndrome that mimics autism. The extent and severity of these disorders appear to be mediated, in part, by the age at which the child entered and, in some cases, left the institution. Here we review the neurobiological literature on early institutionalization that may account for the psychological and neurological sequelae discussed in other chapters in this volume. 相似文献
957.
958.
S. Bassetto V. Fiegenwald C. Cholez F. Mangione 《European Journal of Engineering Education》2011,36(4):313-326
This paper presents a game of industrialisation, based on a paper airplane, that mimics real world production ramp-up and blends classical engineering courses together. It is based on a low cost product so that it can be mass produced. The game targets graduate students and practitioners in engineering fields. For students, it offers an experiment in which methods learned in separate courses can be applied. For practitioners, it affords an opportunity to engage in reflexive practices related to industrialisation. Both students and practitioners are able to experience integrated management, required by industrialisation, in a controlled environment: the laboratory. 相似文献
959.
Engineering curricula have expanded in recent decades. In addition to science and technical engineering, they now include several non-technical competencies. This is a trend reinforced by programme accreditation. The authors take the viewpoint that it is important to ensure that graduates have the competencies they will require for their work. The following question is addressed: What are the generic competencies that engineers graduating in Australia require for their work as engineers?
Competencies were identified from a broad range of literature and then rated by 300 established engineers for importance to their jobs. The results indicated that non-technical, attitudinal and technical competencies were perceived to be important. Eleven competency factors were revealed empirically. Profiles of these competency factors among graduates would assist evaluation and improvement of engineering programmes. This is the first quantitative study conducted in Australia that encompassed all engineering disciplines and focused on established engineers rather than recent graduates. 相似文献
960.
Thomas S. Dee 《Economics of Education Review》2011,30(5):924-937
Wisconsin's influential Learnfare initiative is a conditional cash penalty program that sanctions a family's welfare grant when covered teens fail to meet school attendance targets. In the presence of reference-dependent preferences, Learnfare provides uniquely powerful financial incentives for student performance. However, a 10-county random-assignment evaluation suggested that Learnfare had no sustained effects on school enrollment and attendance. This study evaluates the data from this randomized field experiment. In Milwaukee County, the Learnfare procedures were poorly implemented and the random-assignment process failed to produce balanced baseline traits. However, in the nine remaining counties, Learnfare increased school enrollment by 3.5 percent (effect size = 0.08) and attendance by 4.5 percent (effect size = 0.10). These results suggest that well-designed financial incentives may be an effective mechanism for improving the school persistence of at-risk students at scale. 相似文献