全文获取类型
收费全文 | 634篇 |
免费 | 8篇 |
国内免费 | 1篇 |
专业分类
教育 | 433篇 |
科学研究 | 30篇 |
各国文化 | 7篇 |
体育 | 106篇 |
文化理论 | 3篇 |
信息传播 | 64篇 |
出版年
2021年 | 9篇 |
2020年 | 9篇 |
2019年 | 12篇 |
2018年 | 19篇 |
2017年 | 24篇 |
2016年 | 28篇 |
2015年 | 23篇 |
2014年 | 25篇 |
2013年 | 173篇 |
2012年 | 14篇 |
2011年 | 10篇 |
2010年 | 13篇 |
2009年 | 17篇 |
2008年 | 20篇 |
2007年 | 20篇 |
2006年 | 15篇 |
2005年 | 24篇 |
2004年 | 13篇 |
2003年 | 9篇 |
2002年 | 9篇 |
2001年 | 9篇 |
2000年 | 10篇 |
1999年 | 8篇 |
1998年 | 14篇 |
1997年 | 2篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1991年 | 8篇 |
1990年 | 2篇 |
1989年 | 9篇 |
1988年 | 3篇 |
1987年 | 6篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1982年 | 7篇 |
1981年 | 2篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1978年 | 6篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1970年 | 3篇 |
1903年 | 2篇 |
1830年 | 3篇 |
1828年 | 4篇 |
1826年 | 3篇 |
排序方式: 共有643条查询结果,搜索用时 15 毫秒
71.
Rinat Michael TaeSun Kim Ashley Hutchison Rachel Gali Cinamon Lawrence H. Gerstein Juno Park Yuri Choi Yamini Bellare Rachael Collins 《International Journal for Educational and Vocational Guidance》2017,17(2):121-141
The current study investigated the content of future perceptions among 47 U.S. women and 48 Israeli women. Thematic analysis was used to explore participants’ qualitative responses. Women’s responses covered a wide range of topics, and were categorized into ten key themes: (a) work, (b) family/relationships, (c) property, (d) residence, (e) education, (f) general quality of life, (g) leisure, (h) pro-social activities, (i) multiple role management, and (j) religion. Results demonstrated the role of nationality in the process of exploration and future perceptions. Implications for research and practice are discussed. 相似文献
72.
73.
A sample of 48 two-year-old children selected on the basis of parents' responses to two administrations of the Child Behavior Checklist for two to three-year-olds was observed in peer interactions. Twenty-four of these children displayed symptoms of aggressive/destructive (externalizing) problems that were in the borderline clinical range (labelled “high risk”) and 24 children displayed few such symptoms (“low risk”). The children were observed in matched dyads (one high risk and one low risk child) across four tasks designed to vary in the degree of social participation they would elicit from the children. Across all tasks, children in the high risk group displayed significantly and consistently more aggressive behavior than the children in the low risk group. However, these high risk children did not differ from other children in terms of several indices of social and nonsocial play. In addition, when children were classified as high aggressive versus average versus low aggressive on the basis of laboratory behavior, children who displayed high amounts of aggression during the play sessions did not differ from less aggressive children on these indices of social play. Finally, the responses of non-aggressive dyad partners to aggressive acts indicated that children are responsive, in relatively subtle ways, to aggression. These results are discussed in terms of the implications of early problematic behavior for later indices of maladjustment that include social competence and peer rejection. 相似文献
74.
75.
Reflections on the Outsider Within 总被引:1,自引:1,他引:0
Patricia Hill Collins 《Journal of Career Development》1999,26(1):85-88
76.
Laura Collins 《Prospects》2009,39(2):163-183
At the time of writing, it is not possible to measure progress accurately, or even assess the baseline status of aid effectiveness
in the education sector. Twelve targets en route to the five objectives of the Paris Declaration were set and agreed by the
Organization for Economic Cooperation and Development (OECD); they were to be measured nationally and monitored internationally.
These indicators, though, are not specific to either the sector as a whole, or any individual country. While they provide
a useful framework within which the effectiveness of aid can be pursued, specificity must be demanded at country and sector
level to maximize the potential of harmonized, aligned, government-owned, accountable, and results-managed aid. This article
takes a step towards addressing this problem, documenting for the first time the sector- and country-specific targets and
indicators for the education sector in Malawi. 相似文献
77.
78.
Jerry Booth Sarah Collins Anna Hammond† 《Assessment & Evaluation in Higher Education》2009,34(1):17-29
This article suggests that quality assessment in the UK has been largely set apart from learning and teaching and reports on a pilot project at the Hull York Medical School which attempted to integrate students’ evaluation of their clinical placements into the curriculum. It outlines the operational demands of this integrated method and compares the student experience of different evaluation methods. It argues that, when properly prepared and considered, evaluation can help students to practise useful skills and suggests that integrating this type of evaluation into the curriculum could be a step towards encouraging academic staff to engage with quality processes. 相似文献
79.
Scherto Gill 《Compare》2010,40(3):359-376
For over a decade, 50,000 Chinese students have come to study each year in the UK, and the majority of them have since returned and settled back in China. An understanding of their return journey and how relevant their overseas learning is to their home life and work environment is a key to the re‐visioning of the internationalisation of higher education in the UK. Using in‐depth qualitative and narrative interviews carried out in China with eight Chinese postgraduates, this research explores these individuals' overall experience of homecoming, including what motivated them to return, their readjustments to life in China, and their perceptions of the impact of learning from studying overseas on their current life and work in China. This article looks particularly at the change in the graduates' sense of identity. The idea of intercultural identity is developed to explain the phenomenon of these returnees' emerging sense of self, one that is expansive and embraces sources of influence beyond the conventional cultural roots of the individual. 相似文献
80.
Erika Felix Eric M. Vernberg Rose L. Pfefferbaum Dodie C. Gill John Schorr Angela Boudreaux Robin H. Gurwitch Sandro Galea Betty Pfefferbaum 《Psychology in the schools》2010,47(6):592-605
Following terrorist events, teachers and nonteaching school personnel are important in helping children recover, yet little is known about their willingness to assist with this. We surveyed 399 employees from a Washington, D.C.‐area school district following terror attacks (September 11, 2001, attacks; sniper shootings) about their exposure, adjustment, interest, and involvement in psychosocial interventions. Between 10% and 27% experienced one or more symptoms of posttraumatic stress (depending on category of symptom) in the month prior to the survey. Regression analyses revealed that peritraumatic distress, behavior change, and posttraumatic growth predicted interest in information on psychosocial interventions. Feeling prepared, adaptively managing work responsibilities, and perceiving an increase in student problems were related to intervening with students. Implications for school preparedness are discussed. © 2010 Wiley Periodicals, Inc. 相似文献