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81.
ABSTRACTCultural heritage has undergone a paradigm shift in recent decades. Museums in particular have changed from being a house of treasures to be admired by visitors, to being a place where objects provide the context for new interpretations. Today, visitors are provided with an opportunity to participate and co-create meaning. At the same time a UK government requirement for accountability has pushed the sector towards business management and professionalisation. This new context has forced conservators to respond by aligning themselves with these trends. In order to stay relevant conservators have to take on an active role in facilitating audience participation and increased access to collections, while at the same time improving their efficiency and accountability. Preservation frameworks have played a significant role in enabling conservators to respond to these changed needs within the sector. Crucially, preservation frameworks have encouraged conservation professionals to collaborate with colleagues from across an entire organisation. Having gained a broader understanding of the context within which they work, preservation frameworks have also allowed conservators to systematically collate and analyse data and present these to their stakeholders in a language understood by them. The review of a number of case studies reveals that preservation frameworks help conservators understand the bigger picture and be influential at the right levels. 相似文献
82.
Abstract Examining how teachers structure the activities in a unit and how they facilitate classroom discussion is important to understand how innovative technology-rich curricula work in the context of classroom instruction. This study compared 2 enactments of an inquiry curriculum, then examined students' learning outcomes in classes taught by 2 teachers. The quantitative data show that there were significant differences in the learning outcomes of students in classes of the 2 teachers. This study then examined classroom enactments by the 2 teachers to understand the differences in the learning outcomes. This research specifically focused on how teacher-led discussions (a) helped connect the activities within a curriculum unit and (b) enabled deeper conceptual understanding by helping students make connections between science concepts and principles. This study examined the role that teacher facilitation played in helping students focus on the relations between the various activities in the unit and the concepts that they were learning. The results point to important differences in the 2 enactments, helping to understand better what strategies might enable a deeper conceptual understanding of the science content. 相似文献
83.
International trends in health science librarianship part 13: Southern Africa (South Africa,Tanzania and Zimbabwe) 下载免费PDF全文
Ndumiso Tshuma Hussein Haruna Masimba C. Muziringa Agnes C. Chikonzo 《Health information and libraries journal》2015,32(1):67-72
This is the 13th in a series of articles exploring international trends in health science librarianship in the 21st century. It is the first devoted to four different regions in the African continent. The present issue focuses on countries in Southern Africa – South Africa and Zimbabwe. The next issue will examine East Africa. 相似文献
85.
Agnes S.K. Wong Matthew Moreno Samantha Burns Earl Woodruff 《Journal of Research in Reading》2023,46(2):143-162