全文获取类型
收费全文 | 810篇 |
免费 | 28篇 |
专业分类
教育 | 624篇 |
科学研究 | 32篇 |
各国文化 | 18篇 |
体育 | 70篇 |
文化理论 | 4篇 |
信息传播 | 90篇 |
出版年
2023年 | 3篇 |
2022年 | 8篇 |
2021年 | 6篇 |
2020年 | 21篇 |
2019年 | 25篇 |
2018年 | 43篇 |
2017年 | 44篇 |
2016年 | 52篇 |
2015年 | 24篇 |
2014年 | 39篇 |
2013年 | 169篇 |
2012年 | 27篇 |
2011年 | 24篇 |
2010年 | 16篇 |
2009年 | 29篇 |
2008年 | 27篇 |
2007年 | 16篇 |
2006年 | 16篇 |
2005年 | 14篇 |
2004年 | 9篇 |
2003年 | 13篇 |
2002年 | 8篇 |
2001年 | 15篇 |
2000年 | 13篇 |
1999年 | 18篇 |
1998年 | 9篇 |
1997年 | 8篇 |
1996年 | 8篇 |
1995年 | 6篇 |
1994年 | 3篇 |
1993年 | 8篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 8篇 |
1989年 | 4篇 |
1988年 | 6篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1984年 | 5篇 |
1983年 | 6篇 |
1982年 | 5篇 |
1981年 | 6篇 |
1980年 | 3篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1967年 | 3篇 |
1865年 | 4篇 |
1862年 | 2篇 |
1860年 | 2篇 |
排序方式: 共有838条查询结果,搜索用时 15 毫秒
21.
22.
Systemic action and learning in public services 总被引:1,自引:1,他引:0
Clare Rigg 《Action Learning: Research and Practice》2011,8(1):15-26
Complex, systemic issues continue to challenge public services without respect for organisational and professional boundaries. In practice, collaborative working with others who have differing professional cultural norms and systems confront members with the need to learn about each other's values, priorities and practices. This paper explores the potential of action learning for the development of systemic leadership capabilities within public services. Starting from core principles it is argued that action learning be seen not simply as a small group process for problem-solving or individual development, but as a collective process for inquiring into and taking action on projects and practices within their complex, multi-agent contexts. 相似文献
23.
John Trushell Clare Burrell & Amanda Maitland 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(4):389-401
The use of "interactive storybooks" in the primary classroom may facilitate small group and individual reading with minimal teacher intervention. This small-scale study examines whether small groups of Year 5 pupils, without teacher supervision, progress linearly through an "interactive storybook" and whether such diversions as cued animations affect pupil comprehension. The study finds that more intensive choice of diversions affects some pupils' comprehension. 相似文献
24.
Trade in Australian education services has expanded rapidly over recent years. The sector is the third largest exporter of
Australian services. In 2001–2002, exports of education were about $A 4.2 billion. Government assistance to the sector includes
export market development, regulation of education standards, and funding education activities; university research and development,
for example. This paper examines the case for further government intervention in the export of education, and the appropriate
forms of assistance if further government intervention is justified. The paper predominately focuses on assisting higher education
exports because this activity dominates education exports. 相似文献
25.
Cognitive deficits in reading disability and attention deficit disorder 总被引:12,自引:0,他引:12
This paper presents data from three studies (a cross-sectional study of school-referred children, a test-retest study of subtypes of reading disabilities, and a study of a large, random sample of first graders) that focus on specifying the cognitive deficits associated with reading difficulties and separating them from those associated with attentional deficits. The cognitive deficits associated with difficulty in reading were consistent across samples, developmental levels, definitions, and subtypes of reading disabilities. With IQ, age, and sex controlled for, poor readers were significantly impaired on measures of naming and phonological awareness. The effects of attentional deficits were more variable and complex but were clearly separate from the reading disability effects. 相似文献
26.
27.
Income is not enough: incorporating material hardship into models of income associations with parenting and child development 总被引:2,自引:0,他引:2
Although research has clearly established that low family income has negative impacts on children's cognitive skills and social-emotional competence, less often is a family's experience of material hardship considered. Using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (N=21,255), this study examined dual components of family income and material hardship along with parent mediators of stress, positive parenting, and investment as predictors of 6-year-old children's cognitive skills and social-emotional competence. Support was found for a model that identified unique parent-mediated paths from income to cognitive skills and from income and material hardship to social-emotional competence. The findings have implications for future study of family income and child development and for identification of promising targets for policy intervention. 相似文献
28.
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children. 相似文献
29.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
Peter WoodEmail: |
30.