全文获取类型
| 收费全文 | 280篇 |
| 免费 | 5篇 |
专业分类
| 教育 | 190篇 |
| 科学研究 | 17篇 |
| 各国文化 | 8篇 |
| 体育 | 23篇 |
| 文化理论 | 7篇 |
| 信息传播 | 40篇 |
出版年
| 2023年 | 3篇 |
| 2021年 | 3篇 |
| 2020年 | 8篇 |
| 2019年 | 7篇 |
| 2018年 | 6篇 |
| 2017年 | 8篇 |
| 2016年 | 5篇 |
| 2015年 | 8篇 |
| 2014年 | 14篇 |
| 2013年 | 74篇 |
| 2012年 | 7篇 |
| 2011年 | 8篇 |
| 2010年 | 8篇 |
| 2009年 | 3篇 |
| 2008年 | 9篇 |
| 2007年 | 6篇 |
| 2006年 | 4篇 |
| 2005年 | 5篇 |
| 2004年 | 9篇 |
| 2003年 | 2篇 |
| 2002年 | 3篇 |
| 2000年 | 3篇 |
| 1999年 | 4篇 |
| 1998年 | 3篇 |
| 1997年 | 2篇 |
| 1996年 | 4篇 |
| 1995年 | 4篇 |
| 1993年 | 3篇 |
| 1992年 | 2篇 |
| 1991年 | 3篇 |
| 1989年 | 5篇 |
| 1988年 | 2篇 |
| 1987年 | 3篇 |
| 1986年 | 2篇 |
| 1985年 | 2篇 |
| 1984年 | 3篇 |
| 1983年 | 5篇 |
| 1982年 | 2篇 |
| 1980年 | 2篇 |
| 1979年 | 3篇 |
| 1978年 | 7篇 |
| 1977年 | 3篇 |
| 1975年 | 2篇 |
| 1971年 | 1篇 |
| 1970年 | 2篇 |
| 1968年 | 2篇 |
| 1898年 | 2篇 |
| 1872年 | 2篇 |
| 1871年 | 1篇 |
| 1868年 | 1篇 |
排序方式： 共有285条查询结果，搜索用时 15 毫秒
21.
22.
Since its founding in 1953,Sociological Abstracts has abstracted and indexed the worldwide literature of sociology and the related social sciences. Growth and specialization
within the field are reflected in the number of publications screened, the addition of new document types, the range of languages
covered, and the increased specificity of indexing and classication. 相似文献
23.
24.
25.
The paper presents an evaluation of student and tutor experiences in the introductory module of a European Masters programme in e‐Learning, Multimedia and Consultancy. The aims and outline of the Masters programme are described, together with the pedagogical approach adopted in the introductory module which explores open and flexible learning environments with students and tutors from four European countries. The second part of the paper evaluates the success of the teaching and learning that occurred in this unit, from the perspective of both the students and tutors. Data collected include student and tutor written evaluations, reflections on the authors’ own roles in the programme, and analysis of the products contained in the environment. The paper concludes by detailing future developments in the Masters programme that have been influenced by this cycle of evaluation. 相似文献
26.
27.
Stephen S. Owen Henry F. Fradella Tod W. Burke Jerry Joplin 《Journal of Criminal Justice Education》2013,24(1):3-22
Criminal justice is often criticized for lacking theoretical grounding. This article argues that the introductory criminal justice course should be reconceptualized in such a way that permits a critical assessment of theoretical bases underlying crime, law and justice. Doing so would better prepare students to understand key questions in the study of criminal justice and would also help give criminal justice greater credibility as a stand‐alone academic discipline. In addition to presenting the benefits of a theory‐driven introductory course, possible content and pedagogy are described. 相似文献
28.
Dimitra Lynette Jackson Frankie Santos Laanan 《Community College Journal of Research & Practice》2013,37(2):132-149
The United States is experiencing a dire need for individuals who possess training and expertise in areas of science, technology, engineering, and mathematics (STEM). With over half of the nation’s students entering university environments via community colleges coupled with a large portion of this population majoring in STEM areas, the successful transition and adjustment of community college transfer students is essential to the STEM workforce. This article uses an ex post facto survey research design to examine the socialization factors that impact the transition and adjustment experiences of community college transfer students in STEM disciplines. Two hierarchical regression models are employed to examine the factors that impact the academic and social adjustment of community college transfer students in STEM majors. This research was situated using an adaptation of Weidman’s (1987) Socialization Theoretical Framework. Implications, and recommendations for policy and practice will be provided based on the overall results of this study. 相似文献
29.
30.
Margaret Tresch Owen Julia F. Klausli Ana-Maria Mata-Otero Margaret O'Brien Caughy 《Early education and development》2008,19(2):302-329
Research Findings: Child care delivery practices promoting continuous, primary caregiver-child relationships (relationship-focused child care) were evaluated for 223 preschool-age children (45% African American, 55% Latino) attending child care centers serving low-income children. Both relationship-focused and non-relationship-focused centers were accredited by the National Association for the Education of Young Children. Children in relationship-focused programs received more sensitive, involved, and affectionate caregiving and were more engaged with their caregivers than children in comparison centers, but some differences were greater for African American children. Outcomes associated with relationship-focused care included greater parent-reported child compliance and closer parent-caregiver relations, but no consistent benefits for cognitive school readiness, receptive language, or child behavior problems were found. Follow-up assessments were completed 1 year later for 119 children who remained in their programs. Social and cognitive outcomes improved over time, but some changes were moderated by child race/ethnicity and center type. Over time, parents reported greater child compliance and caregivers reported better parent-caregiver relationships in relationship-focused programs. Practice or Policy: Some social benefits of continuous, primary caregivers were found, but children's cognitive competencies improved with sustained attendance at these accredited programs regardless of the relationship-focused practices. 相似文献