全文获取类型
| 收费全文 | 538篇 |
| 免费 | 20篇 |
专业分类
| 教育 | 413篇 |
| 科学研究 | 16篇 |
| 各国文化 | 9篇 |
| 体育 | 29篇 |
| 综合类 | 2篇 |
| 文化理论 | 6篇 |
| 信息传播 | 83篇 |
出版年
| 2023年 | 4篇 |
| 2022年 | 8篇 |
| 2021年 | 15篇 |
| 2020年 | 20篇 |
| 2019年 | 29篇 |
| 2018年 | 41篇 |
| 2017年 | 34篇 |
| 2016年 | 31篇 |
| 2015年 | 21篇 |
| 2014年 | 36篇 |
| 2013年 | 99篇 |
| 2012年 | 24篇 |
| 2011年 | 18篇 |
| 2010年 | 22篇 |
| 2009年 | 19篇 |
| 2008年 | 18篇 |
| 2007年 | 17篇 |
| 2006年 | 6篇 |
| 2005年 | 9篇 |
| 2004年 | 6篇 |
| 2003年 | 10篇 |
| 2002年 | 6篇 |
| 2001年 | 13篇 |
| 2000年 | 5篇 |
| 1999年 | 1篇 |
| 1998年 | 5篇 |
| 1997年 | 2篇 |
| 1996年 | 2篇 |
| 1995年 | 2篇 |
| 1994年 | 1篇 |
| 1993年 | 3篇 |
| 1992年 | 1篇 |
| 1991年 | 2篇 |
| 1990年 | 1篇 |
| 1989年 | 1篇 |
| 1988年 | 2篇 |
| 1987年 | 3篇 |
| 1986年 | 1篇 |
| 1985年 | 2篇 |
| 1984年 | 2篇 |
| 1980年 | 1篇 |
| 1979年 | 1篇 |
| 1978年 | 1篇 |
| 1977年 | 5篇 |
| 1976年 | 1篇 |
| 1969年 | 1篇 |
| 1924年 | 1篇 |
| 1923年 | 1篇 |
| 1920年 | 3篇 |
| 1919年 | 1篇 |
排序方式： 共有558条查询结果，搜索用时 15 毫秒
151.
152.
153.
154.
This study investigated the dynamic interaction, over time, between volitional strategy use and perceptions of endogenous instrumentality, two constructs associated with choice and executive motivation. The Academic Volitional Strategy Inventory and the Perceptions of Endogenous Instrumentality scale were administered at multiple points throughout the semester to 103 undergraduates in a human development course. Results showed the relationship between volitional strategy use and perception of endogenous instrumentality to grow over time, thereby supporting a dynamic interpretation. 相似文献
155.
The purpose of this study was to identify pay disparities within gender and race using private and public Association of Research Libraries (ARL) libraries as a lens. In this study, 44 ARL libraries participated, leading to 1099 usable responses to our survey. The findings indicate that race and gender pay disparities are larger at private libraries than at public libraries. However, disparity levels at both public and private ARL libraries are smaller than the national averages for all professions and continue to shrink. 相似文献
156.
This qualitative study systematically documents pre-service teachers' responses to a writing prompt asking them to name a personal “unearned” privilege on an end-of-term final assessment. Findings suggest that typical White/European heritage pre-service teachers can name privileges that have advantaged their own lives, even after one 14-week critical multicultural education course. Categories reveal patterns in participants' responses about their own privilege that are traditionally attended to in critical multicultural education curriculum, such as White privilege. However, student responses show that students are most comfortable talking about inherited privileges related to social class and race is named at a lower rate. Other responses show a range of privileges that students can draw on when they reflect on the structured nature of privilege in society. Overall, our findings suggest that when opportunities are created for students to grapple with complex, personal, emotional concepts, the vast majority of students are willing and able to perform this type of reflection and analysis. This work begins a discussion of what kinds of social privilege are more easily discussed in a high stakes assessment after experiences in critical multicultural education. Our findings provide nuanced understandings of how typical pre-service teachers name their own personal unearned privileges and deconstruct their experiences of privilege. Our findings suggest that attention to privileges associated with social class could provide powerful entry into examinations of other personal privileges in critical multicultural education. 相似文献
157.
This study is an opportunity to share insights with librarians about students' ability to process information on personal finance. These insights might help librarians direct students to appropriate materials and resources. This article uses qualitative techniques to detect differences in student backgrounds and patterns in their ability to apply lesson content. The analysis suggests that males and females differently applied techniques they learned about how to approach spending. Moreover, students with chronic disadvantage applied the information less readily than those who had experienced shorter-term disadvantage. 相似文献
158.
159.
Richard A. Fabes Erin Pahlke Adrienne Z. Borders Kathrine Galligan 《Educational studies》2015,41(3):293-311
Despite a lack of scientific evidence supporting the use of single-sex education, the number of US public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed US public school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 principals from co-educational schools participated. The results indicated that principals who had experience with single-sex schooling tended to have more positive attitudes about single-sex schooling, viewed it as more effective, and more often evoked gender-essentialist rationales for the use of single-sex schooling than did co-educational principals. However, both single-sex and co-educational principals noted issues with single-sex schooling. It was concluded that single-sex schooling is not a silver bullet to educational reform and that when single-sex schooling is implemented, one set of issues and problems is substituted for another. 相似文献