全文获取类型
收费全文 | 531篇 |
免费 | 14篇 |
专业分类
教育 | 423篇 |
科学研究 | 9篇 |
各国文化 | 4篇 |
体育 | 33篇 |
文化理论 | 1篇 |
信息传播 | 75篇 |
出版年
2024年 | 2篇 |
2023年 | 6篇 |
2022年 | 5篇 |
2021年 | 10篇 |
2020年 | 11篇 |
2019年 | 19篇 |
2018年 | 23篇 |
2017年 | 40篇 |
2016年 | 28篇 |
2015年 | 17篇 |
2014年 | 35篇 |
2013年 | 124篇 |
2012年 | 10篇 |
2011年 | 12篇 |
2010年 | 20篇 |
2009年 | 22篇 |
2008年 | 7篇 |
2007年 | 13篇 |
2006年 | 9篇 |
2005年 | 10篇 |
2004年 | 10篇 |
2003年 | 6篇 |
2002年 | 8篇 |
2001年 | 3篇 |
2000年 | 12篇 |
1999年 | 8篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1986年 | 4篇 |
1985年 | 7篇 |
1984年 | 1篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 1篇 |
1973年 | 1篇 |
1912年 | 2篇 |
排序方式: 共有545条查询结果,搜索用时 15 毫秒
32.
Elvira Haezendonck Kim Willems Jenny Hillemann 《International Journal of Inclusive Education》2017,21(1):31-47
Universities, and higher education institutions in general, are ever more influenced by output-driven performance indicators and models that originally stem from the profit-organisational context. As a result, universities are increasingly considering management tools that support them in the (decision) process for attaining their strategic goals. The growth-share matrix is one of these tools that has proven its value in diverse business and competitive contexts in the past few decades. The present study’s contribution is twofold. First, we apply and interpret the growth-share matrix as part of a strategic positioning analysis in a strategic university context. Second, we extend this tool by incorporating social inclusion as a third dimension in the analysis. In recent years, discussions on the rising social disparity among adolescents in higher education have increased and different types of actors have raised the motivation to create more equal opportunities for prospective students who rank among the group of socially disadvantaged adolescents. The findings of an empirical case of the proposed model for a particular Belgian academic programme show that increased social inclusion and higher performance parameters, such as growth in student enrolments and diplomas, can be reached simultaneously. 相似文献
33.
34.
Swee‐Kin Loke June Tordoff Michael Winikoff Jenny McDonald Peter Vlugter Stephen Duffull 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):865-874
Several scholars contend that learning with computer games and simulations results in students thinking more like professionals. Bearing this goal in mind, we investigated how a group of pharmacy students learnt with an in‐house developed computer simulation, SimPharm. Adopting situated cognition as our theoretical lens, we conducted a case study involving 20 undergraduate students to tease out how they made meaning of a clinical case differently in two different contexts: a typical paper‐based workshop and one enabled by SimPharm. The data collected included audio recordings of classroom discourse, focus group interviews and class observations. The findings identified differences in four areas: framing of the problem; problem‐solving steps and tools used; sources and meaning of feedback; and conceptualisation of the patient. These four areas can serve as axes along which future evaluations of educational simulations can be carried out based on their affordances. 相似文献
35.
Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers. 相似文献
36.
Objective
The primary research objective was to explore the relationship between trajectories of maternal verbal aggression (VA) experienced by low-income, community middle school students across a three-year period and outcomes that have been found to be related to VA in previous work, including a negative view of self and social problems.Method
Longitudinal data were collected from 421 youth (51.8% male) attending two middle schools over 3 years using a multiple-informant survey design. K-means cluster analysis was used to identify trajectories of VA using youth ratings of the Conflict Tactics Scale: Parent-Child (Straus, Hamby, Finkelhor, Moore, & Runyan, 1998). Dependent variables were self-reported depression, self-esteem, delinquency, and peer victimization as well as peer-rated aggression and sensitive-isolated reputation.Results
Four trajectory groups of VA were identified: Low Stable, Increasing, Decreasing, and High Stable. The 3-year average occurrence of VA was: 1.31, 9.18, 10.24, and 31.14 instances, respectively. Gender-specific MANOVAs revealed dramatic differences between the High Stable and Low Stable groups. High Stable boys reported significantly more depressive symptoms, delinquency, peer overt and relational victimization, and were less likely to have a sensitive/isolated reputation than Low Stable boys. High Stable girls reported significantly more depressive symptoms, low self-esteem, delinquency, peer overt and relational victimization and were rated by peers as having more aggressive/disruptive and relationally aggressive reputations than Low Stable girls. Girls in the High Stable group were more likely than other youth to report levels of depressive symptoms and delinquency >1 SD above the mean, while boys in the High Stable group were more likely to report levels of delinquency >1 SD above the mean. The Increasing and Decreasing groups also demonstrated significantly poorer functioning than the Low Stable group on most outcomes. Growth curve analysis revealed that VA showed a contemporaneous association with self-reported delinquency suggesting these factors are closely related.Conclusions
Any level of VA greater than the 1–2 instances per year reported by youth in the Low Stable group was associated with less favorable outcomes. 相似文献37.
Sashi Sharma Jenny Young-Loveridge Merilyn Taylor Ngärewa Häwera 《Asia Pacific Journal of Education》2011,31(4):503-519
This paper focuses on the perspectives of Years 7 and 8 Pasifika students on mathematics learning, in particular their views about the communication of solution strategies with others (their peers), and their teacher. Pasifika students' ideas about the importance of communicating their mathematical reasoning and strategies to peers and teachers were analysed and themes identified. While most students were in agreement about the importance of explaining their thinking to others, there was considerable variation in the reasons they gave for their views. The findings are interpreted in relation to socio-cultural theory and recent writing about requirements for citizenship in the twenty-first century. 相似文献
38.
It is becoming increasingly vital to publish and share research as well as get citations for the purpose of researcher visibility. The publishing options available for research distribution seem endless. It really is an academic jungle out there! This article reviews why early career researchers and graduate scholars should consider their research impact in the digital age. 相似文献
39.
Erin E. Donovan Brittani Crook Laura E. Brown Angie E. Pastorek Camille A. Hall Michael S. Mackert 《Communication monographs》2014,81(2):239-260
Effectively conveying risks and hazards in medical disclosure and informed consent documentation is a crucial type of communication. However, existing protocols typically do not meet the needs of patients or practitioners. In the present study, we advance a reconceptualization of obtaining written informed consent by analyzing it as a process of uncertainty management rather than a matter of document readability and recall. Results of this randomized trial indicated that patients who reviewed a simplified consent document reported greater comprehension of medico-legal terminology and lower uncertainty about the document, although they did not evince greater self-efficacy. Health literacy was a significant moderator of the relationship between consent form version and comprehension. 相似文献
40.