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91.
Beth Williamson 《The International Journal of Art & Design Education》2009,28(3):237-248
Anton Ehrenzweig's work training art teachers at Goldsmiths College in London was groundbreaking in its field. The work of the studio fed back into Ehrenzweig's writings through his reflections on teaching and the work produced in end of year shows. In The Hidden Order of Art (1967), he theorised the creative process in psychoanalytic terms and elsewhere likened the task of the art teacher to that of a psychotherapist. In this article I argue that, by taking psychoanalytic art theory into the teaching studio, Ehrenzweig provided a psychic space within which students were freed from convention and encouraged to pursue their own practice. 相似文献
92.
In this rejoinder, we respond to the major points made by Gallo-Fox (this forum), Beers (this forum), Carambo and Stickney
(this forum), and Murphy, Carlisle and Beggs (this forum). We focus primarily on the benefits and considerations that stem
from employing additional theoretical frameworks for analyzing research in coteaching. We also address some of the future
directions that should be explored in coteaching research.
相似文献
Beth WassellEmail: |
93.
Ruth Holst Carla J. Funk Heidi Sue Adams Margaret Bandy Catherine Mary Boss Beth Hill Claire B. Joseph Rosalind K. Lett 《Journal of the Medical Library Association》2009,97(4):285-292
Objectives:
The research objectives were to (1) describe the current and future roles of hospital librarians and the challenges they face and (2) find evidence supporting the hypothesis that librarians are essential to hospitals in achieving the organizations'' mission-critical goals.Method:
The authors used results from a previous research study that identified the five organizational mission-critical goals important to hospital administrators and then searched the literature and solicited examples from hospital librarians to describe the librarian''s role in helping hospitals achieve these goals.Results:
The literature supports the hypothesis that hospital librarians play important roles in the success of the hospital. Librarians support quality clinical care, efficient and effective hospital operations, continuing education for staff, research and innovation, and patient, family, and community health information needs.Conclusion:
Hospital librarians fulfill many mission-critical roles in today''s hospital, providing the right information at the right time in a variety of ways to enhance hospital and medical staff effectiveness, optimize patient care, improve patient outcomes, and increase patient and family satisfaction with the hospital and its services. Because hospital librarians and their services provide an excellent return on investment for the hospital and help the hospital keep its competitive edge, hospital staff should have access to the services of a professional librarian.Highlights
- A review of the literature supports the hypothesis that services of the professional librarian result in:
- enhanced staff effectiveness,
- optimized patient care,
- improved patient outcomes, and
- increased patient and family satisfaction with the hospital and its services.
Implications
- Because hospital librarians and their services provide an excellent return on investment for the hospital and help the hospital keep its competitive edge, hospital staff should have access to the services of a professional librarian.
94.
Karen Markey Professor Fritz Swanson Lecturer Andrea Jenkins Programmer Brian Jennings Programmer Beth St. Jean Graduate Student Research Assistant Victor Rosenberg Associate Professor Xingxing Yao Graduate Student Research Assistant Robert Frost Associate Professor 《The Journal of Academic Librarianship》2009,35(4):303-313
This exploratory study examines whether undergraduate students will play games to learn how to conduct library research. Results indicate that students will play games that are an integral component of the course curriculum and enable them to accomplish overall course goals at the same time they learn about library research. 相似文献
95.
With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment
of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current
mathematics education literature and the way it may be alternatively conceptualized. This leads us to claim that changing
the way mathematics is talked about and changing the stories (or myths) told about mathematics is necessary for efforts to
change the way mathematics is done and the way it is taught.
相似文献
Beth Herbel-EisenmannEmail: |
96.
Social informatics research offers insights into the relationship between information technologies and social contexts. However, the material roles of information technologies, and their interplay with the agentic work of social actors, have not been addressed. Drawing on a field study of 37 mobile knowledge workers, we examine the dual material roles (enabling and constraining) played by information technologies in their work practices. We also investigate how these workers exert agency by fashioning multiple information technologies into a functioning digital assemblage. Although information technologies provide consequential affordances that enable mobilization of work across spaces and times, they simultaneously present design-driven, local, organizational, and temporal technological constraints that require mobile knowledge workers to engage in “configuration work” to make information technologies function effectively. Building on a sociomaterial perspective, we further discuss the interplay of information technologies and work practices enacted by mobile knowledge workers, in which both human and technological agency are materialized. 相似文献
97.
Steven B. Kleinman Mary Beth Leidman Andrew J. Longcore 《Perspectives: Policy and Practice in Higher Education》2018,22(1):26-33
The following study explores the landscape of grading systems utilised in higher education, focusing on the frequency of different types of assessment scales (including Straight Letter, Plus/Minus, and other alternative policies). Although numerous studies have explored the relationship between university grading system and student behaviour, motivation, and overall perception of education experience, little research has been done to quantitatively analyse the number of colleges and universities that employ a specific grading policy. The present study addresses this gap in scholarship, using a sample of 620 schools from 12 states (and the District of Columbia) in the Northeast region of the USA. Results of the study find significant patterns of difference in the grading procedures across universities. 相似文献
98.
99.
Beth Sondel 《The Educational forum》2016,80(2):171-188
AbstractDrawing on ethnographic data, this article critically analyzes pedagogy in “no excuses” charter schools in New Orleans. Employing Ladson-Billings's framework for culturally relevant pedagogy, the author describes the level of academic rigor, cultural competence, and critical consciousness development across classrooms. This study provides empirical evidence that within a market-based system, the purpose of schooling shifts toward the production of assessment data at the expense of culturally relevant practices. 相似文献
100.
ABSTRACTScholars have called for ethnographers to reveal the emotional and controversial aspects of fieldwork. Through analysis of our fieldwork with teens in the United States and Japan, this article documents how we, two adult researchers, attempted to address adultism—a pervasive system of oppression that deems young people inferior. We discuss three types of encounters which we believe reflect how adultism operated in our fieldwork and the challenges related to de-stabilising it. The encounters revealed specific patterns and manifestations of adultism including 1) how adults regulated young people’s identities, 2) our assumptions about what rapport and reciprocity with youth meant, and 3) the dilemmas of whether or not to deploy adult power to intervene in youth dynamics we found to be troublesome. This article suggests that adult researchers reflexively examine and document challenging and unsettling moments with youth in fieldwork in order to interrupt and unlearn adultist behaviours and beliefs. 相似文献