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41.
Jan Parker 《Teaching in Higher Education》2013,18(4):373-386
The welcome new attention paid to subject teaching should have bridged the old divide between pedagogical and disciplinary research. But this paper argues that the focus on subject, rather than disciplinary communities is part of the commodification of higher education; that what is needed to re-energise both teachers and students is an inclusive new model of disciplinary education based on an engaged community's processes and practices. Each discipline, it is proposed, will model differently its practices, knowledge creation and dissemination, its writing, its community. The model may change received ideas about the focus and central concerns of the discipline, and in modelling disciplinary learning will change teaching and assessment. The model will be discipline specific and, as such, will resist generic and imposed 'skills and outcomes' frameworks. Evolving out of practice, rather than an external agenda, it should link disciplinary and pedagogical research so that they are mutually informing and transforming. 相似文献
42.
ABSTRACTThis article suggests that situations in which multiple research teams are convened under similar conditions present an opportunity to discover factors that lead to productive collaboration. It argues that social network analysis of research team outputs becomes more valuable when paired with data about research participant perceptions; and that any variables used as indicators of collaboration need to be calibrated using datasets from multiple studies with cross-team comparisons. The article provides an example of the kind of methodology needed to achieve this, describing a study with data from four research teams based at an Australian university campus, reporting their research performance over four years under conditions in which many variables were controlled and with results augmented by a survey of participant perceptions. Findings from the study indicate that there were exceptions to hypothesized associations between participant perceptions of collaboration and specific social network analysis measures over co-authorship data. The article suggests that, given the methodological challenges of studying research teams in the field, multiple datasets combining findings such as those in the present study are a path towards the development of indicators of productive higher education research collaboration. 相似文献
43.
Utilising the oral language of a principal leading an inner-city at-risk elementary school in a large urban school district in the southwestern USA, the researchers tested behavioural integrity and the dimensions of source credibility (competence, goodwill, and trustworthiness) as antecedents to Motivating Language Theory and the ML Model. Teacher perception data at the Title I elementary school was used for this quantitative study. Over 95% of the teachers responded to a survey each year for a three-year period. Each year, there were statistically significant correlations between each of the antecedents and motivating language. The antecedents accounted for 66–75% of the total variance for motivating language depending on the year based on regression analysis. The results of this study extend the field of Motivating Language Theory and the ML Model, and further explain how the work of principals is accomplished. 相似文献
44.
To assess the relevance of the Public Library System in the political agenda, programs presented by the Political Parties competing in Regional and Local elections in the Spanish Region of Castilla-La Mancha were analyzed and the proposals about these library institutions were identified.
All Regional programs were collected and also an ample sample from the Municipalities for the 2007 and 2015 elections, trying to find the differences influenced by the impact of the financial crisis and recession on the public-library policies.
The conclusion arrived at was that, although the Public Libraries may be reasonably present in the studied programs, there is a low awareness by the Political Parties of the main problems. 相似文献
45.
46.
腊国庆 《郧阳师范高等专科学校学报》2008,28(3):63-65
通过论述现代教育技术环境下学生学习环境、学习内容、学习方式、思维方式及学习评价方式较之传统教育环境下的转变,展望现代教育技术环境下学生学习的前景. 相似文献
47.
48.
One hundred-Fifty American Indian and fifty non-Indian 11th- and 12th-grade students were surveyed to assess self-reported problem areas and persons perceived as potential sources of help. Problems indicated by Indian students in metropolitan, rural, and boarding schools are noted, as well as those of non-Indian students. Problems likely to be discussed with counselors or with significant others are identified and different patterns of persons nominated as providing help are described. Although we caution against over-generalization, the findings are intended to increase the understanding of those concerned with training counselors to work with Indian youth. 相似文献
49.
Marilyn M. Wright J.L. Parker 《International Journal of Disability, Development & Education》1978,25(3):167-179
This research examines variables related to the school achievement of Aboriginal and non‐Aboriginal students. Thirty‐five indigenous students and fifty‐eight non‐Aboriginals in Grade eight completed a Coopersmith Self‐Esteem Inventory and the Intellectual Responsibility Questionnaire. These scores, together with information on intellectual ability, school achievement on teacher‐made English and mathematics tests, sex, school and ethnic origin, were entered in a multiple regression equation. No difference between the two groups emerged on scores of self‐esteem and locus of control. However, the predictors of achievement for each group differed significantly. Intellectual ability was the best predictor of achievement for non‐Aboriginals, while locus of control was the most important predictor for the indigenous group. Results are discussed in relation to recent research and classroom implications. 相似文献
50.