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Brian Jackson 《The Journal of Academic Librarianship》2018,44(5):603-612
Academic libraries have to a large extent taken the lead in facilitating new approaches to research data management, but changes to the research data landscape have had an impact on numerous areas of academic work, including ethics review. Using interpretive phenomenological analysis of interviews with chairs of Canadian research ethics boards, this study explores how ethics review boards have experienced changes to data policy and related technologies in order to describe the ethical implications of new approaches to data management and to explore ways in which the library, ethics review boards, and other campus partners might harmonize efforts to support emerging data practices. While ethics review boards in Canada are keenly aware of open data policies, data publishing in practice is still nascent. There is uncertainty about the adoption of changing technologies for research and their impacts on privacy protection. Where responsibility lies for addressing these uncertainties is often unclear. Academic libraries and research ethics boards are well-suited to engage in mutual knowledge transfer and to integrate data management planning and ethics review processes. Institutional-level oversight that includes all campus departments impacted by changes to the research data landscape may facilitate improved communication and reduce role ambiguity. 相似文献
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Barry Carpenter 《British Journal of Special Education》2011,38(1):37-43
Foetal alcohol spectrum disorder (FASD) is the most common non‐genetic cause of learning disability, affecting around 1% of live births in Europe, and costing an estimated $2.9 million per individual across their lifespan. In adulthood, non‐reversible brain damage is often compounded by secondary disabilities in adulthood, such as mental health problems and drug addiction. The challenge for today's educators is: ‘How do we teach children with FASD?’ Their unusual style of learning and their extreme challenging behaviour is out of the experience of many teachers. This article, written by Professor Barry Carpenter, OBE, National Director of the Specialist Schools & Academies Trust Complex Learning Difficulties and Disabilities Research Project, considers the status of FASD in the UK, and provides an overview of the author's recent research into effective educational strategies within the framework of Every Child Matters. Only government‐led approaches can lead to improvements in the quality of teaching and learning for children with FASD and their future life chances. 相似文献
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ABSTRACTDue to budget constraints, schools in the United States have increasingly turned to community arts organizations for support. School-community arts partnership stakeholders collaborate because of shared missions to provide students with valuable arts learning experiences. Investigations of these initiatives indicate that these partnerships improve arts learning opportunities and increase public support and resources for arts education. However, not much is known about the experiences and perspectives of the arts organizations that participate in these partnerships. Coordinating collective efforts with a multitude of institutions and interests poses challenges. In this study, we examine survey data collected from arts organization administrators who participated in a large-scale school-community arts partnership initiative. We find that these organizations are generally positive about their impacts on students’ educational outcomes, but there is substantial variation in these views. We also find that organizations differ in their levels of support for these collective efforts. Sources of this variation appear to be attributable to organizations’ preexisting resources and extent to which they are established. While this difference in levels of support is potentially inevitable, we find evidence that the operations handled by the “backbone” organization, i.e. the initiative’s facilitators and overseers, can significantly influence organizations’ levels of support for these efforts. Organizations are more likely to support these collaborative efforts when they believe the backbone organization ensures transparency with initiative operations, provides regular, effective communication, and effectively resolves competing priorities. 相似文献
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Barry Carpenter 《欧洲特需教育杂志》2013,28(2):180-188
ABSTRACT Family‐centred approaches are widely recognized internationally as the most ecologically appropriate way of working with families of children with disabilities. Pivotal in this approach is its focus upon the needs of the whole family, rather than only the needs of the child (with a disability). It places a significant emphasis on flexible and responsive transdisciplinary service delivery and upon parent choice and decision‐making. For the family‐centred approach to become truly effective, then, we must define what constitutes a family. Or rather ask families how they define themselves. Alongside an exploration of traditional and non‐traditional family roles, this paper challenges stereotypical notions of the family, and seeks to establish the family as the core element in any service team. 相似文献
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