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41.
S. Meador Pratt 《TechTrends》2000,44(6):14-17
Conclusion The guidelines presented here are based on my experience as a classroom teacher and a staff development coordinator for technology,
and upon my study of the literature regarding the use of technology for instruction. I do not present these guidelines as
a recipe for success in integrating the use of computers into instruction, nor as an exhaustive list of what must be done
for integration to occur. To do so would be an oversimplification of a complex issue. There are many difficult decisions that
schools need to make, and I offer these guidelines as a means for drawing upon the experience of those of us who are in the
process of integrating technology into instruction. Even those of us who are heavily involved in this work feel as though
we are just finding our way. I hope that what I have shared in this article will help others to find their way as well.
He has taught math, science, and computer programming at the secondary level in the North Syracuse (New York) School District
for the past nine years. During 1999–2000 school year, he coordinated the district’s staff development program for technology
in addition to his teaching duties 相似文献
42.
Conclusion Small presses are a colorful and wildly variegated lot. They offer materials on every imaginable topic to suit almost any
taste and are springing up in towns and hamlets all over the country. New presses are being founded at a furious rate, though
their ability to survive is as yet unknown. Clearly, many presses exist for other than purely commercial reasons. Our analysis
suggests that only about a sixth of the 1700-odd publishers for which we have data are serious commercial enterprises; well
over half, perhaps as many as two-thirds of them, exist for other reasons—personal interests, hobbies, or special causes. 相似文献
43.
Katrina A. Meyer 《Innovative Higher Education》2005,30(3):177-194
Interviews conducted with individuals involved in the early development and current operation of the Western Governors University
allowed identification of 12 themes concerning early, formative decisions and decision-making processes. These themes were
subsequently grouped into 5 categories: (1) politics, (2) organizational models, (3) changing mission, (4) multiple missions,
and (5) experiencing innovation. Several factors, including the need to obtain financial support and to operate independently
as a degree-granting institution, were influential in the decision to focus on competency-based curricula rather than providing
a repository for distance learning courses offered by institutions in the West.
Dr. Katrina Meyer is an Associate Professor of Higher and Adult Education at The University of Memphis. Her Ph.D. is from
the University of Washington, and her research interests include online learning and virtual universities. 相似文献
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During the high school years, most young people in the United States receive school-based sexuality education, but there is little research on what they want to know about sex and sexuality but may be afraid to ask. This study is a content analysis of anonymous questions about sex (N = 645) asked by ninth-grade students from the greater Los Angeles area. A sample of predominantly lower-income and Latino/a students submitted anonymous questions before participating in sexuality education. Results show that young people are eager to understand how to use birth control and prevent pregnancy, have misinformation about sex and sexuality, and are misinformed on many topics. Results are discussed in light of what educators and others can do to help young people develop a safe, healthy sex life. 相似文献
50.
Maxine Gallander Wintre Barry Dilouya S. Mark Pancer Michael W. Pratt Shelly Birnie-Lefcovitch Janet Polivy Gerald Adams 《Higher Education》2011,62(4):467-481
The present study investigates the characteristics which differentiate between first-year university students who maintain
their high school averages (Maintainers: n = 165) and those whose averages decrease at least one letter grade (Decliners: n = 435). The 600 students entered first year at one of six Canadian Universities, which varied in size and ethnic diversity.
Data were collected in August, prior to the start of school, and in November of first year. Multivariate analyses indicated
significant group differences between Maintainers and Decliners on familial variables (gender, fathers’ education level, but
not family income, parental reciprocity, parental support or immigrant/generational status), psychological well-being (perceived
stress in August and November, and November depression, self-esteem and health), and university adjustment (university plans,
transition perception, time management and university adaptation). The current study addresses a gap in the existing academic
achievement literature, while providing practical information to students, parents, and educators involved in the transition
to university. 相似文献