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351.
Floris M. Fraser Arlene Dolabaille Marsha Winter 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):235-252
The Alma Jordan Library (AJL) is located on the St. Augustine Campus, Trinidad and Tobago and is the largest academic library in the University of the West Indies' library system. This article examines interlibrary loan and document delivery (ILL/DD) services, discusses existing ILL/DD activities, and analyzes usage statistics at this Caribbean educational institution. It reviews the current literature that exists about ILL/DD in the Caribbean and other academic institutions outside the region. This article serves to add to the body of literature on this topic and provides practical recommendations for improving the current service. 相似文献
352.
Fraser Lauchlan 《Educational Psychology in Practice》2003,19(2):133-146
Chronic non-attendance has generally focused on the distinction between truancy and school refusal: the former has traditionally been linked to conduct disorder, the latter to separation anxiety disorder. However, research has demonstrated that truancy and school refusal exist in the absence of such disorders and, more significantly, that some children and young people exhibit the characteristics of both types of non-attendance behaviour. In the 1990s, a functional analysis became more popular in understanding the problem; that is, examining the reasons why pupils fail to attend school. This has led to more recognition of the schools' responsibility for the presenting difficulties. Research into the various intervention programmes available for tackling non-attendance has failed to find any conclusive evidence in favour of a particular approach. The effectiveness of intervention may depend upon an individual pupil's particular needs and his/her specific reasons for refusing to go to school, but also the importance of involving school and family in responding to the problem is outlined as a potentially key factor. 相似文献
353.
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355.
Attenuated performance during intense exercise with limited endogenous carbohydrate (CHO) is well documented. Therefore, this study examined whether caffeine (CAF) mouth rinsing would augment performance during repeated sprint cycling in participants with reduced endogenous CHO. Eight recreationally active males (aged 23?±?2?yr, body mass 84?±?4?kg, stature 178?±?7?cm) participated in this randomized, single-blind, repeated-measures crossover investigation. Following familiarization, participants attended two separate evening glycogen depletion sessions. The following morning, participants completed five, 6?s sprints on a cycle ergometer (separated by 24?s active recovery), with mouth rinsing either (1) a placebo solution or (2) a 2% CAF solution. During a fifth visit, participants completed the sprints without prior glycogen depletion. Repeated-measures ANOVA identified significant main effect of condition (CAF, placebo, and control [P?.05; effect size (ES)?=?0.850–0.897]), sprint (1–5 [P?.005; ES?=?0.871–0.986]), and interaction (condition?×?sprint [P?.05; ES?=?0.831–0.846]), for peak and mean power. The control condition exhibited the highest peak power (overall mean 760?±?77?W) and mean power (overall mean 699?±?83W) over the five sprints (P?.001 in both instances). CAF peak power (overall mean 643?±?79?W) was significantly greater than placebo (mean 573?±?79?W [P?.05; ES?=?0.850]). Additionally, CAF mean power (overall mean 589?±?80?W) was significantly greater than placebo (519?±?82?W [P?.05; ES?=?0.397]). These data indicate that mouth rinsing a caffeinated solution reduces decrements caused by CHO reduction, which may benefit athletes wishing to train in a low-CHO state. 相似文献
356.
The purpose of this study was to develop and validate a new learning environments instrument designed to aid investigators
and practitioners in measuring and researching the psychosocial learning environment in post-secondary distance education.
Using a three-stage approach, the Distance Education Learning Environments Survey (DELES) was developed, field-tested with
680 distance education students, and then validated. The DELES has 34 items allocated to six scales: (1) Instructor Support;
(2) Student Interaction and Collaboration; (3) Personal Relevance; (4) Authentic Learning; (5) Active Learning; and (6) Student
Autonomy. An additional scale of Enjoyment was included in this study to explore associations between the psychosocial learning
environment and student affective traits. Each learning environment item had a factor loading of at least 0.50 with its own
scale, and less than 0.50 with all other scales. The alpha reliability coefficient for each scale ranged from 0.75 to 0.94.
Simple correlations between Enjoyment and the DELES scales ranged from 0.12 to 0.31, with the scale of Personal Relevance
having the strongest correlation with Enjoyment when all other scales were mutually controlled. The DELES, an online instrument
that can be utilized by students at any location, eliminates data transfer errors and does not allow for non-responses, adding
to the overall validity of the instrument. The development of DELES relied extensively on literature pertaining to high-quality
distance education and expert content validation techniques. It treats distance learning as having a distinct social-psychological
climate unlike those found in other post-secondary classroom environments. 相似文献
357.
Science & Education - Recent policy documents position engineering as a way to broaden participation for students in STEM fields. However, a recent review of the literature on engineering... 相似文献
358.
The training and licencing of aircraft maintenance engineers fulfils a crucial protective function since it is they who perform and supervise aircraft maintenance and certify that planes are safe afterwards. In Australia, prior to training reform, a trades-based system of aircraft maintenance engineer training existed in an orderly relation with the system of licencing, regulated by the Civil Aviation Safety Authority (CASA). Training reform through the 1990s gave rise to concerns that the training system could not be relied upon to deliver adequate numbers of trainees with valid qualifications. From 2007, CASA introduced new regulations, designed to align Australia’s qualifications and licencing with the European Aviation Safety Agency (EASA). This process saw the aviation regulator effectively cede much quality control of training to an increasingly dysfunctional training system, giving rise to doubts about whether Australia’s international obligations for quality aircraft maintenance training can be fulfilled. 相似文献
359.
Brahm Norwich Taro Fujita Anna Adlam Fraser Milton Andrew Edwards-Jones 《Educational Psychology in Practice》2018,34(4):370-385
This paper describes an innovative use of Lesson Study (LS), an internationally used collaborative approach in which teachers develop their teaching knowledge and practices. It aimed to evaluate how EPs join teachers in LS teams, using working memory and other knowledge to inform the teaching of pupils with learning difficulties. The study uses a case study methodology to evaluate LS teams (three teachers and EP) in a primary, secondary and special school. The findings show how working memory knowledge is used in reviewing and planning research lessons, how the teams interact, including the teachers’ perceived EP contribution to the Lesson Study process. The paper illustrates the potential of an inter-professional LS study to embody collaborative reflective practice in order to improve the teaching of pupils with learning difficulties. 相似文献
360.
This article reports a study of lower secondary mathematics classroom learning environment in Brunei Darussalam and its association
with students' satisfaction with learning mathematics among a sample of 1565 students from 81 classes in 15 government secondary
schools. Students' perceptions of the classroom learning environments were assessed with a version of the My Class Inventory
(MCI) that had been modified for the Brunei context. The study revealed a satisfactory factor structure for a refined three-scale
version of the MCI assessing cohesiveness, difficulty and competition. This finding is noteworthy because the factorial validity
of the MCI has not previously been established in past research in other countries. Also each scale displayed satisfactory
internal consistency reliability and discriminant validity and was able to differentiate between the perceptions of students
in different classes. A one-way MANOVA revealed that students generally perceived a positive learning environment in mathematics
classes. Also the study supported earlier research suggesting that boys and girls hold different perceptions of the same classroom
learning environments. Relationships between student satisfaction and classroom environment were investigated using simple
and multiple correlation analyses, using both the individual student and class mean as units of analysis. Associations between
satisfaction and the learning environment were statistically significant both at student and class levels for most MCI scales.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献