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排序方式: 共有271条查询结果,搜索用时 15 毫秒
91.
Stephen Houghton Nikki Milner John West Graham Douglas Vivienne Lawrence Ken Whiting Rosemary Tannock Kevin Durkin 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):21-34
The motor control of 49 unmedicated boys clinically diagnosed with ADHD, case‐matched with 49 non‐ADHD boys, was assessed while playing Crash Bandicoot I, a SonyTM Playstation platform computer video game. In Crash Bandicoot participants control the movements of a small‐animated figure through a hazardous jungle environment. Operationally defined measures of motor control were designated by (1) the stage of the game completed (ie, the number of obstacles successfully passed) before losing the figure's ‘life’, (2) the level of complexity that the stage represented and (3) the time taken to get to that point during the video game play. These measures were assessed under contrasting conditions of low or high working memory and distracter loads. Four tasks were administered (totalling 12 trials), incorporating both with and without distracter conditions. For those trials with the distracter, a segment of the television show The Simpsons was simultaneously played on a television screen adjacent to the computer game monitor. A 5‐way MANOVA revealed that ADHD boys took less time to complete their trials under the direct condition (ie, no working memory load) on Crash Bandicoot, compared to their matched non‐ADHD peers. When the task required additional working memory, however, the ADHD boys took significantly longer. Cumulative frequency plots of game performance revealed that in terms of the number of obstacles completed, the control participants successfully navigated more obstacles on the low working memory load task than the ADHD participants, but that the performance of the two groups was less distinguishable on the high working memory load task. The findings have implications for assessment and management of children with ADHD. 相似文献
92.
Robins R 《Social studies of science》2002,32(1):7-35
This paper examines the material relations of risk within a dispute about the hazards of manufacturing human insulin using gene technology, and the r?le played by the referent 'real risk' in the technical performance of risk in that dispute. It draws on recent work in science and technology studies that extends actor-network theory to examine the performance of reality in scientific practice. The multiplicity of risks in the dispute, and the links made and unmade between them, are examined. I argue that in the dispute, risks were contingently linked and separated around a referent 'real risk' that emerged within the recombinant DNA debate of the late 1970s. I contrast my account of risk with realist and relativist accounts, each of which values risk as an abstract entity. In my account, risk's value is contingent upon sets of material relations that link hazards and procedures for their minimization. Risk's realness emerges as some risks are linked and others separated, working a multiple/singular relation in an ontological politics of risk. 相似文献
93.
Many North American theorists conceptualize expertise as preceding creativity. The rationale is, that in order to be truly creative, one must master a field so remarkable contributions can be made. Therefore, in order to be truly creative one must be an expert in a structured and codified domain. This inquiry attempted to examine the relationship between expert thinking skills and creativity in an ill-defined domain, embedded in the community of practice of group facilitation whose goal was to support learning. Using an instrumental case study approach to explore a unique system embedded in a naturalistic context, the case was comprised of a team of four female novice group facilitators, functioning as teaching assistants for learning task groups of university students. Various sources were drawn upon in order to map this group as a coherent knowing system. Debriefing sessions and interviews were transcribed and coded using a category string method in order to retain a holistic sensibility to the analysis. The codes revealed that the system displayed characteristics of shared expertise and social creativity. The overall pattern of creative response closely followed those of expertise. The codes for expertise generally preceded those instances of creativity, suggesting that creativity does need to rely on expert thinking skills. However, this inquiry suggests expanding the notion of expertise, in that it need not be situated in a single person, but can emerge from a system of shared expertise. 相似文献
94.
Innovative Higher Education - This embedded case study leveraged Rendón’s (1994) validation theory as well as theories connecting self-reflection and transformative learning (e.g.,... 相似文献
95.
Stephen Wilkins Muhammad Mohsin Butt Troy Heffernan 《Journal of Marketing for HIGHER EDUCATION》2018,28(1):32-50
The study investigates how in international partnerships the brand credibility of each partner, student-institution identification with each partner, and perceived service quality relate to student satisfaction. A structured survey questionnaire was completed by 528 students taking a co-branded higher education program in Hong Kong or Sri Lanka. The results indicate that the brand credibility of a foreign institution is a stronger influencer on student identification with the foreign institution as compared to the relationship between credibility and identification with the local partner. The negative relationship between organizational identification and cognitive dissonance for each institution in the partnership is also stronger for the foreign institution. As the popularity of international partnerships and co-branded higher education programs continues to grow, the importance and dominance of foreign brand credibility and student identification with foreign institutions is recognized. 相似文献
96.
Ivan Crozier Patricia Fara Jon Hodge Brendan Kitts Robin Knight Sverre Myhra David Oldroyd Elizabeth A. Wilson Rosemary Robins Stephen Dovers John Forge Harshi Gunawardena Jenny Tannoch-Bland Loet Leydesdorff David Oldroyd David Oldroyd David Oldroyd Nicolas Rasmussen Greg Restall Helaine Selin Michael Shortland E. E. Sleinis Fiona Solomon Scott McQuire Maurice Crosland David Farrier Roslynn Haynes Sverre Myhra Colin Russell Libby Robin Karin Garrety Stephen Gaukroger Stephen Ames Wendy Varney Vojislav Bozickovic Phil Dowe 《Metascience》1996,5(2):71-192
97.
John Henry Katherine Neal Sokhieng Au Gabrielle M. O'Sullivan John Forge Rosemary Robins Stephen Healy Mark Rix James Tabery Katie Vann Carl Windhorst Katherine Neal Peter Neushul Gail Clements Ingo Brigandt Nicolas Rasmussen Anthony S. Travis Lloyd Ackert Simon Knell Claire Hooker 《Metascience》2002,11(2):201-268
98.
Rosemary E. Phelps 《Innovative Higher Education》1995,19(4):255-268
This article presents an overview of issues and concerns associated with being the only African American female faculty member in an academic department and with being one of two or more African American faculty in a department at a predominantly White college or university. Positive and negative aspects of both situations are examined, and strategies for empowerment and professional development are discussed.Rosemary E. Phelps is an assistant professor in the Department of Counseling and Human Development Services at the University of Georgia. She received her Ph.D. in counseling psychology from the University of Tennessee, Knoxville. She has a B.A. in psychology and an M.A. in guidance and counseling from Ohio State University at Columbus. Her professional and research interests include racial and gender aspects of verbal aggression, ethnic diversity, and multicultural training issues. 相似文献
99.
100.
This paper illuminates the experiences of beginning teachers using a participatory perspective approach and drawing on some
of these teachers’ perceptions. We place the ‘subject’ of workplace learning research centrally in understanding the relatedness
between workplaces and novice employees/trainees. This paper builds on previous work by the authors using semi-structured
interviews with 17 beginning teachers in 19 schools that aim to better understand issues associated with beginning teacher
retention. This study explores an application of a framework for evaluating workplaces as from expansive to restrictive learning
environments, whilst examining individuals’ responses to and agency in these environments. In addition, these teachers’ personal
networks were explored to idedntify how they shaped the teachers’ engagement with workplaces. This analysis revealed networks
both internal and external to their schools, and hence a broader view of workplace than is often proposed. Together these
analyses allowed an examination of the relatedness between individual beginning teachers and the schools they experienced.
This paper identifies the significance of ontogeny and expectation that individuals bring to the workplace, along with individuals
exhibiting different agency. These beginning teachers indicate how individuals can be proactive in creating more expansive
learning environments for themselves through the utilisation of personal networks, even when these are not offered. This finding
may have implications for beginning teachers to re-evaluate their potential to become empowered as they begin their careers. 相似文献