全文获取类型
收费全文 | 1183篇 |
免费 | 11篇 |
国内免费 | 1篇 |
专业分类
教育 | 726篇 |
科学研究 | 54篇 |
各国文化 | 257篇 |
体育 | 45篇 |
文化理论 | 12篇 |
信息传播 | 101篇 |
出版年
2021年 | 5篇 |
2020年 | 14篇 |
2019年 | 23篇 |
2018年 | 22篇 |
2017年 | 17篇 |
2016年 | 24篇 |
2015年 | 17篇 |
2014年 | 20篇 |
2013年 | 236篇 |
2012年 | 14篇 |
2011年 | 16篇 |
2010年 | 22篇 |
2009年 | 49篇 |
2008年 | 64篇 |
2007年 | 86篇 |
2006年 | 68篇 |
2005年 | 41篇 |
2004年 | 53篇 |
2003年 | 20篇 |
2002年 | 22篇 |
2001年 | 11篇 |
2000年 | 12篇 |
1999年 | 14篇 |
1998年 | 10篇 |
1997年 | 17篇 |
1996年 | 16篇 |
1995年 | 14篇 |
1994年 | 11篇 |
1993年 | 17篇 |
1992年 | 16篇 |
1991年 | 14篇 |
1990年 | 6篇 |
1989年 | 9篇 |
1988年 | 14篇 |
1987年 | 10篇 |
1986年 | 15篇 |
1985年 | 20篇 |
1984年 | 8篇 |
1983年 | 12篇 |
1982年 | 14篇 |
1981年 | 13篇 |
1980年 | 5篇 |
1979年 | 11篇 |
1978年 | 9篇 |
1977年 | 6篇 |
1976年 | 9篇 |
1975年 | 7篇 |
1974年 | 6篇 |
1973年 | 7篇 |
1972年 | 5篇 |
排序方式: 共有1195条查询结果,搜索用时 437 毫秒
1.
Gale Macleod Robin Dallas-Childs Colin Brough Martin Toye 《Journal of Research in Special Educational Needs》2021,21(Z1):25-35
In this article we examine the complex relationship between care experience, mental health and exclusion from school and how young people (YP) negotiate these different experiences and identities. The study is a secondary analysis, informed by symbolic interactionist theory, of interviews conducted with 19 care experienced YP in Scotland. Not all of the YP were excluded and not all had a formal mental health diagnosis, as such our study design allows interrogation of the contexts and relationships which not only facilitate but also disrupt pathways to exclusion. It also allows reconsideration of assumptions of vulnerability which are often applied to care experienced YP. Our findings suggest that these YP are moving beyond ‘role playing’ the identities ascribed to them and actively seek out relationships which enable them to construct alternative identities. 相似文献
2.
3.
4.
5.
6.
7.
8.
9.
10.
This article summarizes the effects of the increasing global trend towards measuring research quality and effectiveness through, in particular, publication‐based metrics, and its effects on scholarly communication. Such metrics are increasingly influencing the behaviour patterns of administrators, publishers, librarians, and researchers. Impact and citation measures, which often rely solely on Thomson Scientific data, are examined in the context of university league tables and research assessment exercises. The need to establish alternate metrics, particularly for the social sciences and humanities, is emphasized, as is an holistic approach to scholarly communication agenda. 相似文献