全文获取类型
收费全文 | 847篇 |
免费 | 28篇 |
国内免费 | 1篇 |
专业分类
教育 | 696篇 |
科学研究 | 22篇 |
各国文化 | 13篇 |
体育 | 37篇 |
文化理论 | 6篇 |
信息传播 | 102篇 |
出版年
2024年 | 2篇 |
2023年 | 16篇 |
2022年 | 17篇 |
2021年 | 18篇 |
2020年 | 48篇 |
2019年 | 66篇 |
2018年 | 78篇 |
2017年 | 75篇 |
2016年 | 67篇 |
2015年 | 39篇 |
2014年 | 51篇 |
2013年 | 165篇 |
2012年 | 31篇 |
2011年 | 28篇 |
2010年 | 24篇 |
2009年 | 21篇 |
2008年 | 28篇 |
2007年 | 15篇 |
2006年 | 9篇 |
2005年 | 11篇 |
2004年 | 10篇 |
2003年 | 9篇 |
2002年 | 5篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1990年 | 1篇 |
1988年 | 2篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 4篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1968年 | 1篇 |
1935年 | 1篇 |
排序方式: 共有876条查询结果,搜索用时 31 毫秒
1.
There is an increasing interest in linking character education programs with social and academic outcomes. The Child Development
Project (CDP) is a character education program that promotes academic and social growth in teachers and students. This theory-driven
evaluation employed a quasi-experimental design with matched control schools. School personnel participated in an intensive
professional development process to learn the CDP model. Performance measures included state-mandated achievement measures,
teacher self-assessment reports, and student attitudes and outcomes. Results yielded support for the CDP model as a strategy
to improve social and, if properly implemented, cognitive outcomes in students; the model also improved teacher self-assessment
and provided information that may facilitate professional growth about school collegiality. Implications for policy and practice
will be discussed. 相似文献
2.
Genetics Home Reference is a free, online resource created and maintained by the National Library of Medicine. It is designed to provide genetic information to a wide variety of audiences, particularly the general public. The site consists of original information and links to other curated resources. 相似文献
3.
4.
5.
Jessica L. Ford Jacob S. Ford Seth S. Frei Andrew Pilny Brenda L. Berkelaar 《Journal of Applied Communication Research》2016,44(3):316-335
Persistent school shootings have generated ongoing pressure to assess and enhance crisis communication effectiveness via strategies such as resilience-building and post-crisis restoration. A network perspective offers a robust, multilevel approach for examining complex information flows among community, campus, and individual actors affected by crises. Drawing on relational and structural embeddedness and Uncertainty Management Theory, we offer nine propositions that help explain structural and relational changes in a network over time. Although theoretically driven, these propositions are primarily functional, offering practical implications for safety officials and administrators trying to understand, prepare for, and respond to crises. Thus, we suggest measures and recommendations to improve information flow, uncertainty management, and resilience before, during, and after a crisis. 相似文献
6.
7.
8.
Jean P. Shipman Erica W. Lake Jessica Van Der Volgen Darrin Doman 《Journal of the Medical Library Association》2016,104(2):154-158
Purpose
The study evaluates how providers give patient education materials and identifies improvements to comply with Meaningful Use (MU) requirements.Methods
Thirty-eight patient-provider interactions in two health care outpatient clinics were observed.Results
Providers do not uniformly know MU patient education requirements. Providers have individual preferences and find gaps in what is available. Accessing and documenting patient education varies among providers. Embedded electronic health record (EHR) materials, while available, have technical access barriers.Conclusions
Providers'' EHR skills and knowledge levels contribute to non-standardized patient education delivery. 相似文献9.
Veronique M. Boscart Lynn McCleary Paul Stolee Linda Sheiban Taucar Jessica Wilhelm Keia Johnson 《Educational gerontology》2020,46(8):461-472
ABSTRACT Nursing Assistants (NAs) are the largest workforce in nursing homes, but often lack adequate preparation for their role. The Living Classroom (LC) is an integrated learning approach, whereby a NA program is delivered in a nursing home (NH) in collaboration with a community college. This paper describes the implementation and evaluation of the LC. Mixed methods were used to gather data from 48 NA students, 5 faculty, and 42 NH staff over 30 weeks. Students, faculty, and nursing home staff described the LC as a positive learning experience. Students’ gerontological knowledge increased over time (p = .0012). Students reported very positive relationships with program mentors and NH residents. The LC provides a unique approach to prepare NAs to work in nursing homes. This model could expand to other educational programs with a gerontology focus. 相似文献
10.