全文获取类型
收费全文 | 615篇 |
免费 | 14篇 |
专业分类
教育 | 496篇 |
科学研究 | 9篇 |
各国文化 | 8篇 |
体育 | 31篇 |
综合类 | 1篇 |
文化理论 | 4篇 |
信息传播 | 80篇 |
出版年
2024年 | 1篇 |
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 5篇 |
2020年 | 17篇 |
2019年 | 27篇 |
2018年 | 33篇 |
2017年 | 40篇 |
2016年 | 43篇 |
2015年 | 30篇 |
2014年 | 26篇 |
2013年 | 142篇 |
2012年 | 23篇 |
2011年 | 26篇 |
2010年 | 16篇 |
2009年 | 15篇 |
2008年 | 19篇 |
2007年 | 18篇 |
2006年 | 12篇 |
2005年 | 13篇 |
2004年 | 19篇 |
2003年 | 11篇 |
2002年 | 7篇 |
2001年 | 6篇 |
2000年 | 1篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1996年 | 7篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1985年 | 4篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1973年 | 3篇 |
1968年 | 1篇 |
排序方式: 共有629条查询结果,搜索用时 31 毫秒
1.
2.
Techtarget Todd R. Weiss 《信息系统工程》2005,(3):16
keystone公司长期停滞的ERP项目终于宣告成功, 系统将 130 个厂房,全美国2000 多员工连接在一起。回首keystone 信息化历程,其经验教训值得我们深思。 相似文献
3.
4.
5.
6.
This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos. 相似文献
7.
8.
The purpose of the present study was to compare well-peer mentored and non-peer mentored athletes’ perceptions of satisfaction. A total of 444 intercollegiate athletes (272 well-peer mentored and 172 non-peer mentored) from a variety of sport teams participated in the study. Athletes from both well-peer mentored and non-peer mentored groups reported their satisfaction levels using the Athlete Satisfaction Questionnaire. The results of a MANOVA and follow-up post hoc ANOVAs showed that well-peer mentored athletes were significantly more satisfied than their non-peer mentored counterparts in terms of individual performance, personal dedication, team task contribution, team social contribution, team integration, ethics, ability utilisation and training and instruction. Overall, the findings suggest that athletes who are well-peer mentored by a teammate perceive higher satisfaction levels with various aspects of their athletic experience than athletes who are not peer mentored by a teammate. Given these positive findings, practitioners (i.e., coaches, sport psychology consultants) should inform athletes on the benefits of peer-to-peer mentoring. The practical implications of the results and strategies to promote peer athlete mentoring relationships in sport are highlighted. 相似文献
9.
10.
Luke Miratrix Jane Furey Avi Feller Todd Grindal Lindsay C. Page 《Journal of research on educational effectiveness》2018,11(1):133-162
Estimating treatment effects for subgroups defined by posttreatment behavior (i.e., estimating causal effects in a principal stratification framework) can be technically challenging and heavily reliant on strong assumptions. We investigate an alternative path: using bounds to identify ranges of possible effects that are consistent with the data. This simple approach relies on fewer assumptions and yet can result in policy-relevant findings. As we show, even moderately predictive covariates can be used to substantially tighten bounds in a straightforward manner. Via simulation, we demonstrate which types of covariates are maximally beneficial. We conclude with an analysis of a multisite experimental study of Early College High Schools. When examining the program's impact on students completing the ninth grade “on-track” for college, we find little impact for ECHS students who would otherwise attend a high-quality high school, but substantial effects for those who would not. This suggests a potential benefit in expanding these programs in areas primarily served by lower quality schools. 相似文献