全文获取类型
收费全文 | 1322篇 |
免费 | 21篇 |
国内免费 | 2篇 |
专业分类
教育 | 1106篇 |
科学研究 | 14篇 |
各国文化 | 14篇 |
体育 | 39篇 |
文化理论 | 6篇 |
信息传播 | 166篇 |
出版年
2023年 | 5篇 |
2021年 | 8篇 |
2020年 | 14篇 |
2019年 | 22篇 |
2018年 | 36篇 |
2017年 | 43篇 |
2016年 | 38篇 |
2015年 | 32篇 |
2014年 | 45篇 |
2013年 | 332篇 |
2012年 | 47篇 |
2011年 | 46篇 |
2010年 | 33篇 |
2009年 | 37篇 |
2008年 | 37篇 |
2007年 | 36篇 |
2006年 | 36篇 |
2005年 | 34篇 |
2004年 | 38篇 |
2003年 | 31篇 |
2002年 | 34篇 |
2001年 | 37篇 |
2000年 | 23篇 |
1999年 | 17篇 |
1998年 | 11篇 |
1997年 | 12篇 |
1996年 | 6篇 |
1995年 | 20篇 |
1994年 | 26篇 |
1993年 | 19篇 |
1992年 | 11篇 |
1991年 | 14篇 |
1990年 | 21篇 |
1989年 | 14篇 |
1988年 | 11篇 |
1987年 | 13篇 |
1986年 | 9篇 |
1985年 | 8篇 |
1984年 | 13篇 |
1983年 | 10篇 |
1982年 | 9篇 |
1981年 | 9篇 |
1980年 | 6篇 |
1979年 | 8篇 |
1978年 | 8篇 |
1977年 | 3篇 |
1976年 | 6篇 |
1974年 | 4篇 |
1968年 | 4篇 |
1967年 | 3篇 |
排序方式: 共有1345条查询结果,搜索用时 22 毫秒
1.
2.
Carol G. Hixson 《Cataloging & classification quarterly》2020,58(3-4):294-302
AbstractThe beginnings and the early years of the Program for Cooperative Cataloging (PCC) had a profound impact on the approach taken to cataloging in North America and around the world. The commitment to standards, cooperation, and expanded access also had an impact that went far beyond cataloging operations. One library dean traces the evolution of her vision and contemplates how the PCC’s principles have shaped her entire career and have affected the libraries in which she has worked. 相似文献
3.
Gaowei Chen Jiahong Zhang Carol K. K. Chan Sarah Michaels Lauren B. Resnick Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship. 相似文献
4.
It Takes Two to Replicate: A Mediational Model for the Impact of Parents' Stress on Adolescent Adjustment 总被引:15,自引:1,他引:15
In this study of parental stress and adolescent adjustment, experiences of negative life events during the recent past were used to generate a measure of acute stress. In addition, multiple indicators based on reports from various informants were used to estimate latent constructs for parental depression, discipline practices, and adolescent adjustment. Employing 2 independent samples of families from 2 different regions of the country (rural Iowa and a medium-sized city in Oregon), structural equation models were used to test the hypothesis that in intact families acute stress experienced by parents is linked to boys' adjustment (average age equaled 11.8 years in the Oregon sample, 12.7 years in the Iowa sample) through 2 different causal mechanisms. The findings showed that parental stress was related to adjustment through stress-related parental depression that is, in turn, correlated with disrupted discipline practices. Poor discipline appears to provide the direct link with developmental outcomes. The structural equation model (SEM) used to test the proposed mediational process was consistent with the data for mothers and boys from both the Oregon and the Iowa samples. The similarity in results was less clear for fathers and boys. Implications of these results for future replication studies are discussed. 相似文献
5.
6.
Staples Kiri Klein Rhiannon Southwick Tosh Kinnear Lacia Geddes Carol Gingell Judy 《Tertiary Education and Management》2021,27(3):209-225
Tertiary Education and Management - While literature on university governance in Canada has identified key challenges that need to be addressed, it largely overlooks calls for change towards... 相似文献
7.
Niall Rooney David Patterson Mykola Galushka Vladimir Dobrynin 《Information processing & management》2006
Contextual document clustering is a novel approach which uses information theoretic measures to cluster semantically related documents bound together by an implicit set of concepts or themes of narrow specificity. It facilitates cluster-based retrieval by assessing the similarity between a query and the cluster themes’ probability distribution. In this paper, we assess a relevance feedback mechanism, based on query refinement, that modifies the query’s probability distribution using a small number of documents that have been judged relevant to the query. We demonstrate that by providing only one relevance judgment, a performance improvement of 33% was obtained. 相似文献
8.
Following E.D.G. v. Hammer, Canadian law has held that school boards, although they have a fiduciary duty to their students, do not guarantee the safety of their students from the acts of their employees. The scope of that fiduciary duty is narrow, restricted to a board acting with disloyalty, in bad faith, or in a conflict of interest to its students, which causes them injury. This paper takes the position that the scope of that duty should include cases where a school board’s policy allows students to use their own cars to drive fellow students to school-sponsored functions. 相似文献
9.
Children's Academic and Behavioral Adjustment as a Function of the Chronicity and Proximity of Peer Rejection 总被引:4,自引:1,他引:4
Melissa E. DeRosier Janis B. Kupersmidt Charlotte J. Patterson 《Child development》1994,65(6):1799-1813
The experience of peer rejection is associated with a number of concurrent and later problems for children. However, we know very little about differences in risk relative to different experiences of rejection over time. This study examined later academic and behavioral problems as a function of two dimensions by which rejection may vary over time: chronicity and temporal proximity. 622 second- through fourth-grade children (ages 7–12) were tested in the spring of 4 consecutive years. The results indicated that both chronicity and proximity directly influenced later adjustment. Taken together, the findings suggest that all levels of rejection were associated with greater absenteeism from school, and more chronic and proximal experiences of rejection were associated with elevated externalizing behavior problems and teacher-rated internalizing behavior problems. There was evidence that initial level of adjustment, gender, and development moderated the relation among these dimensions of rejection and later adjustment. 相似文献
10.
Developmental trajectories of personal and collective self-concept among American Indian adolescents
Whitesell NR Mitchell CM Kaufman CE Spicer P;Voices of Indian Teens Project Team 《Child development》2006,77(5):1487-1503
Developmental trajectories of personal and collective self-concept were examined among American Indian adolescents. Personal self-concept (self-esteem) and collective self-concept (American Indian identity, Euro-American identity, community-mindedness) were assessed 6 times over 3 years in 4 cohorts of adolescents from 3 American Indian cultural groups (N=1,252). An accelerated longitudinal design was used to estimate developmental trajectories from 14 to 19 years; parallel-process and covariate models were used to examine variation in trajectories. Both personal and collective self-concepts were generally positive and showed small gains; they were moderately related to one another and differentially related to cultural group, gender, and perceived social support. The findings highlight the complexity of self-concept for American Indian youth and the significance of both personal and collective identity. 相似文献