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991.
Janette Bobis Sue Shore Dawn Bennett Sue Bennett Phillip Chan Neil Harrison Terri Seddon 《The Australian Educational Researcher》2013,40(4):453-471
Research assessment exercises aim to identify research quantity and quality and provide insights into research capacity building strategies for the future. Yet with limited knowledge of the ecology of Australian educational research, there is little chance of understanding what research audits might contribute towards a capacity building agenda for such a complex field. This paper draws on secondary data analysis of research outputs submitted by 13 Australian higher education institutions to the Excellence in Research for Australia (ERA) 2010 and 2012 national research assessment exercises, to show where Australian educational research is conducted. Findings offer a profile of education researchers by location in academic organisational units within universities. By analyzing data not accessible through reported ERA data we were also able to present information about appointment profiles, specifically levels and type of appointment within universities, as well as data on institutional and geographic region, and patterns associated with type of outputs (books, book chapters, journal articles, conference papers and other outputs) and field of research. Analysis of the data reveals definitive shifts in the nature of the published outputs and in employment profiles of researchers and their location across university and regional groupings. Research audits are administrative processes that reshape institutional and disciplinary governance structures, policies, individual outputs, work practices and careers, but they are not the sum total of the field per se. 相似文献
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Michael Allen Suzanne Ferrier Joan Sargeant Elaine Loney Graeme Bethune Gerard Murphy 《Educational gerontology》2013,39(7):521-539
ABSTRACT Caring for patients with dementia is complex and demanding. Since family physicians (FPs) provide much of this care, we examined their practices, learning needs, and barriers to care concerning Alzheimer's disease and other dementias. We surveyed 392 (approximately 50%) Nova Scotia FPs and conducted focus groups and interviews with: FPs; staff of long-term care facilities; health professionals in home care; patients and their caregivers; FPs with advanced geriatric training; geriatricians; and psychiatrists. Results suggest that many FPs do not perform assessment and management practices as frequently as they ideally should. However, systemic factors, not only inadequate knowledge, affect care. 相似文献
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Sue Middleton 《History of education》2013,42(1):92-114
Broadening horizons beyond nations, transnational histories trace global flows connecting people and places. Historians have studied the New Education Fellowship (NEF) as a global network. Focused within the nation, research on New Zealand's involvement with NEF has emphasised how its activities before the Second World War impacted on the Labour Government's postwar policies. This paper's focus is NEF's transnational networking during the war. While previous discussions of correspondence between NEF's Headquarters and New Zealand have emphasised its New Zealand side, my focus is on its London correspondent, Clare Soper, NEF's International Secretary. Historians have studied NEF's theorists, leaders and progressive teachers, but office staff who effected its circulation of texts, objects and people have not been researched. Locating Soper in her Bloomsbury Headquarters at the hub of NEF's global web, I trace what her correspondence with two New Zealand Branch Secretaries reveals about everyday operations of NEF as a wartime educational resistance movement. 相似文献
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Durward L. Allen 《The Journal of environmental education》2013,44(1):9-13
Abstract The purpose of this study was to evaluate the effect of participation in a 3-day outdoor environmental education program on preservice teachers' attitudes toward self-efficacy—which is a teacher's belief that he or she can teach environmental education (EE) effectively—and on outcome expectancy—which is a teacher's estimation of his or her influence on student learning. Participants were a convenience sample of 72 preservice elementary teachers taking a science methodology course at a state university. Participants were divided into 2 groups for this modified pretest/2-posttest/control group study. The instrument for all 3 tests was Sia's (1992) Environmental Education Efficacy Belief Instrument. The authors used parametric t tests to compare group means. The results suggested that the preservice teachers' self-efficacy was high before the program and remained unchanged by their teaching experiences but dropped significantly approximately 7 weeks after teaching. The lack of change in self-efficacy from the teaching experience was attributed to the structured nature and success of the teaching experience, but the negative effect of time on self-efficacy was believed to have resulted from the preservice teachers reevaluation of their ability to teach as they learned more about teaching methodologies. In addition, there was no significant change in outcome expectancy as a result of participation in the program or over time (7 weeks). 相似文献
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Deborah F. Perry Mary Dallas Allen Eileen M. Brennan Jennifer R. Bradley 《Early education and development》2013,24(6):795-824
Research Findings: Early childhood mental health consultation aims to reduce problem behaviors and improve social skills in young children primarily through changes in the classroom environment and teacher practices. We conducted a systematic review of the literature and identified 14 rigorous studies that reported on child-level outcomes. These studies had at least one of the following characteristics: publication in a peer-reviewed journal, use of a randomized control trial design, or inclusion of a comparison group. Across these studies, there was variation in the approaches to consultation, qualifications of the consultants, and intensity of the services provided. Overall, early childhood mental health consultation services were consistently associated with reductions in teacher-reported externalizing behaviors. Findings related to reductions in internalizing behaviors were mixed. Teacher ratings of prosocial behaviors were improved in the majority of the studies that reported on this domain. Practice or Policy: This research synthesis underscores the importance of documenting the specific approaches to early childhood mental health consultation that are being implemented to allow for replication of effective models. Areas for future research improvement include increasing rigor through studies that contain independent assessments of children's behaviors, isolating key components of effective consultation, and identifying consultant qualifications and characteristics that lead to child behavior changes. 相似文献
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Sue Greener 《Interactive Learning Environments》2013,21(3):267-268
In this article, we present the characteristics and the design of a modular personalized multimedia testing tool based fully on XML learning specifications. Personalization is based on the characteristics of the individual learners, thus the testing paths are tailored to their needs and goals. The system maintains learner profiles rich in content from which diverse information can be elicited and presented to educators to help them understand their learners. At the end of the article, specific use cases are discussed and the educational advantages are discussed on the basis of an evaluative study. 相似文献
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