全文获取类型
收费全文 | 292篇 |
免费 | 2篇 |
专业分类
教育 | 180篇 |
科学研究 | 19篇 |
各国文化 | 10篇 |
体育 | 56篇 |
文化理论 | 4篇 |
信息传播 | 25篇 |
出版年
2023年 | 3篇 |
2022年 | 2篇 |
2021年 | 4篇 |
2020年 | 4篇 |
2019年 | 6篇 |
2018年 | 18篇 |
2017年 | 9篇 |
2016年 | 10篇 |
2015年 | 8篇 |
2014年 | 8篇 |
2013年 | 70篇 |
2012年 | 4篇 |
2011年 | 10篇 |
2010年 | 11篇 |
2009年 | 10篇 |
2008年 | 6篇 |
2007年 | 9篇 |
2006年 | 5篇 |
2005年 | 10篇 |
2004年 | 7篇 |
2003年 | 4篇 |
2002年 | 8篇 |
2001年 | 2篇 |
2000年 | 6篇 |
1999年 | 2篇 |
1998年 | 5篇 |
1997年 | 3篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 7篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有294条查询结果,搜索用时 0 毫秒
291.
There is a need to maximise rural clinical fieldwork placement to build health workforce capacity. This study investigated allied health professionals' (AHPs) experience of supervising students as part of work-integrated learning in public and private rural health settings. An anonymous postal questionnaire with 30 questions was used to collect quantitative and qualitative data about the barriers and enablers that AHPs encounter when supervising students in their clinical setting. A total of 113 public and private AHPs from Southwest Victoria, Australia, returned the questionnaire. The AHPs were trained in the disciplines of occupational therapy, physiotherapy, speech pathology, dietetics, podiatry or psychology. The majority of respondents (75%) had previously supervised students. Most respondents had only provided fieldwork education in the public sector. Allied health professionals working in public and private sectors had positive experiences with clinical fieldwork education and often had increased job satisfaction while supervising students. They experienced similar enablers to involvement in clinical fieldwork education programs, however the barriers they encountered were different. The findings highlight the differing issues between rural public and private settings that need to be addressed for successful clinical fieldwork education and work-integrated learning. Strategies to address the identified barriers need to be specific to the work conditions of each setting. 相似文献
292.
The artist, the musican, the writer, the sculptor are all people who possess specific traits and personality attributes which the vast majority do not. Certain character traits are associated with talented artists which other people do not see in themselves. Society possesses an image of the characteristics or traits which set the creative apart from the “normal” population. In the past these generalizations may have been true: Many creative individuals may have been sensitive, temperamental, or irritable. However, the question arises whether these stereotypes are still true in today's industrial and service society. 相似文献
293.
In this article, we consider the term ‘assessment’, its relationship to ‘evaluation’ and the implications for outdoor learning in the light of changing educational policy on assessment in England. A small-scale empirical study of how assessment was practised by two primary teachers on a residential trip and two further cases in practice are used to examine how emphases in assessment are shaped by contexts. Finally, we reflect on how conceptual frameworks that integrate planning, pedagogy and assessment might support assessment and evaluation practice in outdoor learning in a new era of apparent ‘freedom’ for teachers. 相似文献
294.
David A. Sprenger Adrian Schwaninger 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):857-877
The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e-learning (the general extended technology acceptance model for e-learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies—one using TAM and one using GETAMEL—we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e-lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision-makers and educators on whether students will use a technology before investing in it.
Practitioner notes
What is already known about this topic- The technology acceptance model helps decision-makers to determine whether students and teachers will adopt a new technology.
- Technology acceptance is typically measured after users have used the technology for three to twelve months.
- Perceived usefulness is a strong predictor of intention to use the technology.
- The predictive power of perceived ease of use for the intention to use varies from insignificant to strong.
- For the four digital learning technologies (classroom chat, classroom response system, e-lectures and mobile virtual reality), we measure technology acceptance after a video demonstration and again after three months of usage.
- Using structural equation modelling, we are able to predict intention to use after three months, with perceived usefulness measured after the video demonstration.
- We replicate these findings with a second study using the general extended technology acceptance model.
- Short video demonstrations can provide information for educators to predict whether students will use a technology.
- Early impressions of perceived usefulness are very important and valuable to predict whether students will use a technology.