全文获取类型
收费全文 | 1346篇 |
免费 | 31篇 |
专业分类
教育 | 1056篇 |
科学研究 | 28篇 |
各国文化 | 18篇 |
体育 | 86篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 185篇 |
出版年
2022年 | 10篇 |
2021年 | 12篇 |
2020年 | 18篇 |
2019年 | 28篇 |
2018年 | 36篇 |
2017年 | 46篇 |
2016年 | 44篇 |
2015年 | 40篇 |
2014年 | 34篇 |
2013年 | 327篇 |
2012年 | 36篇 |
2011年 | 52篇 |
2010年 | 29篇 |
2009年 | 28篇 |
2008年 | 44篇 |
2007年 | 30篇 |
2006年 | 33篇 |
2005年 | 29篇 |
2004年 | 27篇 |
2003年 | 23篇 |
2002年 | 31篇 |
2001年 | 22篇 |
2000年 | 16篇 |
1999年 | 19篇 |
1998年 | 15篇 |
1997年 | 16篇 |
1996年 | 35篇 |
1995年 | 18篇 |
1994年 | 25篇 |
1993年 | 27篇 |
1992年 | 18篇 |
1991年 | 19篇 |
1990年 | 24篇 |
1989年 | 14篇 |
1988年 | 12篇 |
1987年 | 7篇 |
1986年 | 10篇 |
1985年 | 12篇 |
1984年 | 13篇 |
1983年 | 11篇 |
1982年 | 10篇 |
1981年 | 9篇 |
1980年 | 13篇 |
1979年 | 11篇 |
1978年 | 7篇 |
1977年 | 11篇 |
1976年 | 4篇 |
1975年 | 3篇 |
1969年 | 3篇 |
1967年 | 3篇 |
排序方式: 共有1377条查询结果,搜索用时 15 毫秒
1.
Nancy Burton 《Educational Measurement》1996,15(4):5-9
How has the SAT changed in content and format? Why was it changed? How have changes to the mathematics test affected men's and women's performance? 相似文献
2.
3.
Nancy K. Moore Margaret T. Shaffer Rita Furst Seifert 《Contemporary educational psychology》1985,10(1):83-92
This study investigated the basic cognitive skills soldiers must possess before entering the Army, skills that are needed for successful completion of entry-level training. Judgments of 126 instructors from 25 military occupational specialties were obtained on 129 candidate skills, which resulted in the identification of 55 basic skills. Factor analysis of these 55 skill items resulted in 11 interpretable factors. Mean scores on the factors were compared across factors and across Army training schools. The results of the study suggest that, for all occupational specialties studied, skills related to the learning process are as crucial as traditional academic skills for successful training course completion. These results have important implications for training for the Army as well as for industry. 相似文献
4.
5.
6.
7.
Post-war growth of higher education has attracted the interest of national governments. They are properly concerned with higher education's contribution to economic success and equity, and the efficient and effective use of public funds. They can intervene by means of legislation (which is unwieldy), exhortation (which is ineffective), or funding incentives. Funding councils must operate within a social and political context which determines the balance between planning and the market, central and local direction, public and private funding. They have only four strategies to choose from: deficiency-, formula-, contract-, and core-funding. The first was nearly fatal; the last is the preferred option for the future.
There are two issues: the merging of the two funding councils (PCFC and UFC), and the ending of the binary system. The first could produce a welcome single guiding intelligence for UK higher education, and economies of scale. The second raises the question of the funding of fundamental research. The merging of PCFC and UFC and the reorganisation of research-funding is a two-headed nettle. It must be grasped soon. 相似文献
There are two issues: the merging of the two funding councils (PCFC and UFC), and the ending of the binary system. The first could produce a welcome single guiding intelligence for UK higher education, and economies of scale. The second raises the question of the funding of fundamental research. The merging of PCFC and UFC and the reorganisation of research-funding is a two-headed nettle. It must be grasped soon. 相似文献
8.
9.
One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD. 相似文献
10.