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891.
The purposes of the study were to obtain and analyze data on the need for, and desired characteristics of, faculty in deaf education at American institutions of higher education (IHEs), and to assess the present and projected status of doctoral-level teacher preparation programs in deaf education at American IHEs. Program directors and coordinators provided information on current and projected faculty openings, the number of active doctoral students, faculty research interests, program strengths, and needs in the field. Results indicated a pending shortage due to faculty retirements and a paucity of doctoral-level graduates. Most faculty listed literacy and language as a primary research interest as well as a program strength. The ability to generate new knowledge through research was found to be less desirable for future faculty than teaching ability. Suggestions for improving doctoral preparation and moving the field to evidence-based practices are provided. 相似文献
892.
Bremner JG Slater AM Johnson SP Mason UC Spring J Bremner ME 《Child development》2011,82(4):1210-1223
From birth, infants detect associations between the locations of static visual objects and sounds they emit, but there is limited evidence regarding their sensitivity to the dynamic equivalent when a sound-emitting object moves. In 4 experiments involving thirty-six 2-month-olds, forty-eight 5-month-olds, and forty-eight 8-month-olds, we investigated infants' ability to process this form of spatial colocation. Whereas there was no evidence of spontaneous sensitivity, all age groups detected a dynamic colocation during habituation and looked longer at test trials in which sound and sight were dislocated. Only 2-month-olds showed clear sensitivity to the dislocation relation, although 8-month-olds did so following additional habituation. These results are discussed relative to the intersensory redundancy hypothesis and work suggesting increasing specificity in processing with age. 相似文献
893.
OBJECTIVE: This study examined the relationships between childhood and family background variables, including sexual and physical abuse, and subsequent alcohol abuse and psychological distress in adult lesbians. METHODOLOGY: Structural equation modeling was used to evaluate relationships between childhood sexual and physical abuse and parenting variables and latent measures of lifetime alcohol abuse and psychological distress in a large community-based sample of lesbians. RESULTS: Childhood sexual abuse (CSA) directly predicted lifetime alcohol abuse, and childhood physical abuse (CPA) directly predicted lifetime psychological distress. In addition, CSA indirectly increased the risk of lifetime alcohol abuse through its negative effect on age at first heterosexual intercourse. Childhood physical abuse had only indirect effects on lifetime alcohol abuse through its strong relationship to lifetime psychological distress. Parental drinking problems and parental strictness directly predicted lifetime psychological distress; parental drinking problems indirectly predicted lifetime alcohol abuse through the mediators of age of drinking onset and lifetime psychological distress. White lesbians, younger lesbians, and those with lower levels of education were at greatest risk of psychological distress. CONCLUSION: While the cross-sectional design precludes causal conclusions, study findings--especially those related to CSA--are consistent with previous research on predominantly heterosexual women in the general population. Lesbians who experienced CSA were at heightened risk of lifetime alcohol abuse and those who experienced CPA were at heightened risk of lifetime psychological distress relative to lesbians without abuse histories. Given the dearth of research on childhood abuse and sexual orientation, studies are needed that examine the similarities and differences between lesbians' and heterosexual women's experiences of, and responses to, childhood abuse. 相似文献
894.
Zhoc Karen C. H. Webster Beverley J. King Ronnel B. Li Johnson C. H. Chung Tony S. H. 《Research in higher education》2019,60(2):219-244
Research in Higher Education - This study describes the development and validation of the Higher Education Student Engagement Scale (HESES). The psychometric evaluations of the scale included: (i)... 相似文献
895.
896.
Nelson-Barber Sharon Johnson Zanette 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(1):47-65
International Review of Education - Preserving the unique contours of cultural communities is integral to the rich weave of our collective human heritage. However, the postcolonial United States... 相似文献
897.
When multiple raters score a writing sample, on occasion they will award discrepant scores. To report a single score to the examinee, some method of resolving those differences must be applied to the ratings before an operational score can be reported. Several forms of resolving score discrepancies have been described in the literature. Initial studies of the various methods, however, have demonstrated that decisions about student performance may differ depending on the resolution method applied. Thus, studies are needed to investigate the quality of the scores associated with each model. To study score quality associated with each model, we conducted a Monte Carlo study and varied the factors associated with scoring and resolution to determine the conditions under which a particular resolution method might be superior. 相似文献
898.
Johnson M. Changeiywo P. W. Wambugu S. W. Wachanga 《International Journal of Science and Mathematics Education》2011,9(6):1333-1350
Teaching method is a major factor that affects students’ motivation to learn physics. This study investigated the effects
of using mastery learning approach (MLA) on secondary school students’ motivation to learn physics. Solomon four non-equivalent
control group design under the quasi-experimental research method was used in which a random sample of 4 co-educational secondary
schools was obtained in Kieni East Division of Nyeri District in Kenya. The 4 schools were randomly put into 4 groups. Each
school provided 1 Form Two class for the study; hence, a total of 161 students were involved. The students were taught the
same physics content. In the experimental groups, MLA teaching method was used while the regular teaching method was used
in the control groups. The researchers trained the teachers in the experimental groups on the technique of MLA before the
treatment. Two groups were pre-tested prior to the implementation of the MLA treatment. At the end of treatment period, all
the 4 groups were post-tested using a validated Students’ Motivation Questionnaire, whose reliability coefficient was 0.76.
Data were analysed using the t test, analysis of variance and analysis of covariance. The results of the study show that students exposed to MLA have significantly
higher motivation than those taught through regular methods. Gender has no significant influence on their motivation to learn
physics. The researchers conclude that MLA is an effective teaching method in motivating students; hence, physics teachers
should incorporate it in teaching. 相似文献
899.
Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may
have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly
in total publications, peer-reviewed publications, and first-authored publications as of the year they graduated with their
doctoral degrees along with peer-reviewed publications as of tenure. A sample of 197 curriculum vitae was retrieved from educational
psychology departmental websites across the 24 universities; vitae were coded for year the faculty member completed his/her
doctorate and total number of publications, number of peer-reviewed publications and number of first-authored, peer-reviewed
publications. Results indicated that faculty who graduated in the year 2000 and beyond had a significantly greater number
of total publications—more peer-reviewed publications, more first-authored, peer-reviewed publications as of the year they
graduated with their doctoral degrees, along with more peer-reviewed publications as of tenure. Publication productivity among
doctoral graduates of educational psychology programs at research universities before and after the year 2000. 相似文献
900.
J. David E. Johnson Donald O. Case James Andrews Suzanne L. Allard Nathaniel E Johnson 《Information processing & management》2006
This research contrasts two different conceptions, fields and pathways, of individual information behavior in context. These different approaches imply different relationships between actors and their information environments and, thus, encapsulate different views of the relationship between individual actions and contexts. We discuss these different theoretical views, then empirically compare and contrast them. The operationalization of these conceptions is based on different analytic treatments of the same raw data: a battery of three questions based on respondent’s unaided recall of the sources they would consult for information on inherited cancers, a particularly rich information seeking problem. These operationalizations are then analyzed in a nomological network of related concepts drawn from an omnibus survey of 882 adults. The results indicated four clusters for fields and 16 different pathways, indicating increased fragmentation of information environments, with different underlying logics and active ingredients, although the use of the Internet appears to be an emerging common theme. The analysis of the nomological network suggests that both approaches may have applications for particular problems. In the implications, we compare and contrast these approaches, discussing their significance for future methodological, analytical, and theoretical developments. 相似文献