全文获取类型
| 收费全文 | 634篇 |
| 免费 | 10篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 469篇 |
| 科学研究 | 34篇 |
| 各国文化 | 14篇 |
| 体育 | 51篇 |
| 文化理论 | 8篇 |
| 信息传播 | 69篇 |
出版年
| 2021年 | 4篇 |
| 2020年 | 21篇 |
| 2019年 | 18篇 |
| 2018年 | 23篇 |
| 2017年 | 22篇 |
| 2016年 | 24篇 |
| 2015年 | 16篇 |
| 2014年 | 21篇 |
| 2013年 | 146篇 |
| 2012年 | 16篇 |
| 2011年 | 22篇 |
| 2010年 | 16篇 |
| 2009年 | 19篇 |
| 2008年 | 23篇 |
| 2007年 | 17篇 |
| 2006年 | 15篇 |
| 2005年 | 19篇 |
| 2004年 | 11篇 |
| 2003年 | 14篇 |
| 2002年 | 7篇 |
| 2001年 | 6篇 |
| 2000年 | 14篇 |
| 1999年 | 6篇 |
| 1998年 | 3篇 |
| 1997年 | 10篇 |
| 1996年 | 4篇 |
| 1995年 | 4篇 |
| 1991年 | 10篇 |
| 1990年 | 8篇 |
| 1989年 | 5篇 |
| 1986年 | 5篇 |
| 1985年 | 7篇 |
| 1984年 | 5篇 |
| 1983年 | 3篇 |
| 1980年 | 3篇 |
| 1979年 | 3篇 |
| 1978年 | 4篇 |
| 1977年 | 5篇 |
| 1974年 | 7篇 |
| 1970年 | 3篇 |
| 1968年 | 2篇 |
| 1963年 | 2篇 |
| 1955年 | 4篇 |
| 1954年 | 4篇 |
| 1944年 | 2篇 |
| 1912年 | 2篇 |
| 1857年 | 2篇 |
| 1852年 | 2篇 |
| 1843年 | 2篇 |
| 1841年 | 6篇 |
排序方式： 共有645条查询结果，搜索用时 15 毫秒
41.
42.
43.
44.
Frijters JC Lovett MW Steinbach KA Wolf M Sevcik RA Morris RD 《Journal of learning disabilities》2011,44(2):150-166
This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming. 相似文献
45.
The purpose of this study was to assess the sources of award-wining research professors’ (six women; six men) teaching self-efficacy through the framework of Bandura’s (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related. Professors reported that their self-efficacy had generally stabilized within their first few years of assuming a tenure-track position. Participants framed negative events in adaptive ways that had little cost to their teaching self-efficacy. 相似文献
46.
The thesis by publication (TBP) is an increasingly popular approach to doctoral education that sees candidates publishing their research during their candidature, and including these outputs in their final thesis submission. Responsive to the realities of modern academia, a TBP provides doctoral candidates with opportunities to engage in the scholarly publication process, and to build their research portfolio. As the TBP gains further traction in many fields and countries, there is a need to better understand the skills and attributes needed to complete a TBP successfully. This paper draws on the views of 246 recent doctoral graduates of Australian universities to identify the skills and attributes they felt supported their success. Their responses have implications for the development and refinement of institutional policies and programs that are sensitive to the needs and experiences of doctoral candidates seeking to publish during candidature and create a TBP. As editors, peer‐reviewers, and publishers see a growing influx of papers sole‐ or co‐authored by doctoral candidates in response to the trend toward TBP, they may find themselves involved in supporting students to develop the skills and attributes needed to successfully publish during candidature. 相似文献
47.
Tsveti Markova Lisa Dillon Pierre Morris Khalid Zakaria Giancarlo Zuliani 《Performance Improvement》2014,53(10):13-21
Although there are challenges in delivering a quality improvement initiative at academic medical centers, the potential benefits to resident physicians‐in‐training, hospitals, and patients are significant. This article describes the effects of an institution‐wide effort. Resident physicians‐in‐training from four medical specialty programs partnered with hospital staff while working on team quality‐improvement projects. We tracked clinical outcomes and used validated assessments. The results showed improvements in learning and organizational culture. 相似文献
48.
49.
50.