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751.
Sharon A. Robinson 《Medical reference services quarterly》2013,32(1):131-132
No abstract available for this article. 相似文献
752.
Sharon Leslie 《Medical reference services quarterly》2013,32(4):424-425
Evidence-based medicine (EBM) as a health care practice is being incorporated into education programs across the spectrum of medical education to develop lifelong learning skills and to enhance the practice of evidence-based health care. Since improving the quality of patient care is the ultimate goal of EBM, EBM learning must be integrated with clinical application, and resulted outcomes must be reflected in learning transfer (or EBM practice) within the context of solving patient problems. Different factors may constitute the context or environment in which EBM is learned, practiced, and sustained. However, these contextual factors are seldom considered and examined in the development, implementation, and evaluation of EBM instruction for learners at different levels. This article will introduce several contextual factors as tips and strategies that affect EBM learning and transfer. Also included in the article are recommended practices for designing effective EBM instruction that would contribute to a sustainable change in learner behavior. 相似文献
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Sharon E. Jarvis 《Communication quarterly》2013,61(4):403-419
Mastering SAS Cody, Ronald P., &; Smith Jeffrey K. Applied Statistics and the SAS Programming Language. (2nd. ed.). New York, NY: Elsevier Science Publishing Co., Inc., 1987. Jaffe, Jay A. Mastering the SAS System. New York, NY: Van Nostrand Reinhold, 1989. Marike Finley, Powermatics: A Discursive Critique of New Communications Technology. London: Routledge and Kegan Paul, 1988. How we talk Goodman, Gerald, &; Esterly, G. The Talk Book: The Intimate Science of Communicating in Close Relationships. Pennsylvania: Rodale Press, 1988. 360p. Artificial intelligence Rainer Born (Ed.), Artificial Intelligence: The Case Against. London: Croom Helm, 1988. 相似文献
756.
Coming of Age Too Soon: Journalistic Practice in U.S. Newspaper Coverage of “Early Puberty” in Girls
Sharon R. Mazzarella 《Communication quarterly》2013,61(1):36-58
Following from a 1997 study documenting that U.S. girls were developing secondary sex characteristics (i.e., breasts and pubic hair) earlier than in previous generations, this qualitative and quantitative content analysis of U.S. newspaper coverage of early puberty in girls concludes that newspapers have framed the phenomenon as one in which girls' bodies have transgressed culturally prescribed dictates of childhood innocence. Although not necessarily evidence of a specific and unique moral panic, such coverage is (a) part and parcel of a larger and ongoing moral panic about youth growing up too fast and (b) further evidence of the kinds of journalistic practice employed when covering medical stories, in general, and “sexual health” stories, in particular. 相似文献
757.
Alan Cribb Sharon Gewirtz 《Discourse: Studies in the Cultural Politics of Education》2013,34(3):338-350
This article argues that UK universities are at risk from a process of ‘hollowing out’ – that is, of becoming institutions with no distinctive social role and no ethical raison d'etre – and that this is a process which undermines the possibilities for meaningful institutional and academic identities. It begins with a condensed, and necessarily partial, review of recent UK higher education policy trends to indicate the historical context and direction of change and to highlight the growing separation of management and academic agendas and the linked rise in gloss and spin compared to academic substance. In the remainder of this article we focus on the normative dimension of these changes and unpack their implications for the nature of the university and of academic work. In so doing, we illustrate the breadth and depth of the threat posed by ‘hollowed-out’ universities, indicate alternative, more positive currents and call for a ‘re-valuation’ of the UK university. 相似文献
758.
Claire E. Weinstein Michael Duffy Vicki L. Underwood Jane MacDonald Sharon P. Gott 《Educational gerontology》2013,39(2-3):205-213
Semistructured interviews were used to identify memory strategies used by 35 older adults. Five types of tasks were used: paired‐associate learning, free recall, serial recall, rule learning, and reading comprehension. For the first three tasks, two types of materials were developed: experimental and everyday. The nine memory activities were presented separately. Participants were asked to describe the strategies they would use for each activity. Order of presentation for the experimental and everyday materials was counterbalanced. Examination of the frequency data revealed differences in the number and type of strategies reported for the five types of learning tasks. An analysis of variance revealed that the group receiving the three everyday tasks first reported a significantly greater use of strategies on all tasks. These results indicate that the elderly may have limited repertoires of alternative memory strategies and that the types of materials used can significantly affect their performance. 相似文献
759.
Using a picture pointing task, this study examines toddlers’ processing of phonological alternations that trigger sound changes in connected speech. Three experiments investigate whether 2;5‐ to 3‐year‐old children take into account assimilations—processes by which phonological features of one sound spread to adjacent sounds—for the purpose of word recognition (e.g., in English, ten pounds can be produced as te[mp]ounds). English toddlers (n = 18) show sensitivity to native place assimilations during lexical access in Experiment 1. Likewise, French toddlers (n = 27) compensate for French voicing assimilations in Experiment 2. However, French toddlers (n = 27) do not take into account a hypothetical non‐native place assimilation rule in Experiment 3, suggesting that compensation for assimilation is already language specific. 相似文献
760.
This study explores the perspectives of rural and suburban adolescents on the nature of schools, teaching, and leadership that influences learning. Middle and high school students with and without disabilities offer relevant insights to educators who are seeking to promote greater engagement, community, and success in their schools. Results suggest that student voices can be a powerful tool for school improvement. 相似文献