全文获取类型
收费全文 | 503篇 |
免费 | 12篇 |
专业分类
教育 | 390篇 |
科学研究 | 22篇 |
各国文化 | 2篇 |
体育 | 33篇 |
文化理论 | 4篇 |
信息传播 | 64篇 |
出版年
2023年 | 4篇 |
2022年 | 5篇 |
2021年 | 14篇 |
2020年 | 24篇 |
2019年 | 27篇 |
2018年 | 28篇 |
2017年 | 46篇 |
2016年 | 27篇 |
2015年 | 22篇 |
2014年 | 22篇 |
2013年 | 93篇 |
2012年 | 19篇 |
2011年 | 15篇 |
2010年 | 13篇 |
2009年 | 12篇 |
2008年 | 11篇 |
2007年 | 13篇 |
2006年 | 12篇 |
2005年 | 9篇 |
2004年 | 7篇 |
2003年 | 5篇 |
2002年 | 4篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 2篇 |
1996年 | 5篇 |
1995年 | 2篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1982年 | 2篇 |
1980年 | 2篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1975年 | 2篇 |
1970年 | 3篇 |
1969年 | 3篇 |
1961年 | 1篇 |
1947年 | 1篇 |
1930年 | 1篇 |
1900年 | 2篇 |
1889年 | 1篇 |
1882年 | 4篇 |
排序方式: 共有515条查询结果,搜索用时 312 毫秒
71.
Craig S. Galbraith Alex F. DeNoble Sanford B. Ehrlich Alexandra Nadya Horowitz 《The Journal of High Technology Management Research》2013,24(1):53-63
We investigate two fundamental research questions related to the funding of early-stage technology enterprises. First, does presentation design, and the presenting entrepreneur's passion and preparedness, influence experts' assessment of the merit and commercialization potential of an emerging firm's technology? Second, are the entrepreneur's passion and preparedness during a formal presentation associated with future technology success? We analyze twenty-two video-taped presentations to a U.S. Department of Defense technology transfer and granting consortium, and track subsequent technology success. From the data it appears that both entrepreneurial passion and presentation design does influence expert assessment of a technology, and future commercialization success can be predicted to some extent by the level of entrepreneurial passion exhibited during the presentation. 相似文献
72.
73.
The purpose of the present study was to validate an existing school environment instrument, the School Level Environment Questionnaire
(SLEQ). The SLEQ consists of 56 items, with seven items in each of eight scales. One thousand, one hundred and six (1106)
teachers in 59 elementary schools in a southwestern USA public school district completed the instrument. An exploratory factor
analysis was undertaken for a random sample of half of the completed surveys. Using principal axis factoring with oblique
rotation, this analysis suggested that 13 items should be dropped and that the remaining 43 items could best be represented
by seven rather than eight factors. A confirmatory factor analysis was run with the other half of the original sample using
structural equation modeling. Examination of the fit indices indicated that the model came close to fitting the data, with
goodness-of-fit (GOF) coefficients just below recommended levels. A second model was then run with two of the seven factors,
with their associated items removed. That left five factors with 35 items. Model fit was improved. A third model was tried,
using the same five factors with 35 items but with correlated residuals between some of the items within a factor. This model
seemed to fit the data well, with GOF coefficients in recommended ranges. These results led to a refined, more parsimonious
version of the SLEQ that was then used in a larger study. Future research is needed to see if this model would fit other samples
in different elementary schools and in secondary schools both in the USA and in other countries.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
74.
Katherine A. Curry Mwarumba Mwavita Alexandra Holter Ed Harris 《Educational Assessment, Evaluation and Accountability》2016,28(1):89-104
Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training for effective data use, and data is often too far removed from students to actually influence instructional practice. This qualitative case study was designed to gain a better understanding of a district-wide, teacher-centered approach to data use. Findings suggest that when data is used to “inform” instruction rather than “evaluate” instruction, teachers begin to practice reflective teaching. A common language emerged across grade levels facilitating a collaborative approach to data use. Using the theoretical framework of Self-Determination Theory, we propose a data informed instructional theoretical model that stakeholders in K-12 education systems can use to enhance instruction and learning at the classroom level. This teacher-centered model is of particular importance as a framework to build collective capacity by meeting psychological needs of teachers of autonomy, competence, and relatedness. 相似文献
75.
76.
The validity of two measures of English reading comprehension was examined across three different groups of English language learners (ELLs; 64 Portuguese, 66 Spanish and 65 Cantonese). All three groups were achieving within the average range in second grade. An exploratory principal components analysis of reading skills was carried out to determine which skills were related to two commonly used tests of reading comprehension, the Woodcock Language Proficiency Battery??s test of Passage Comprehension (WLPB-PC; Woodcock, 1991) and the Gray Oral Reading Test-4 (GORT-4; Wiederholt & Bryant, 2001). The factor solutions were different for the three language groups but showed many similarities in that the GORT-4 and WLPB-R tests of reading comprehension fell on the same factor within each group. Hierarchical regression analyses examining relationships among vocabulary, decoding and reading comprehension showed that language group membership did not significantly predict performance on either measure of reading comprehension. Differences that arose are likely due to issues with task validity and not ELL status. Limitations and future research are discussed. 相似文献
77.
International studies, such as the Programme for International Student Assessment (PISA), have shown that, in most participating countries, students who do not typically speak the test language at home reach lower levels of reading comprehension than students using the test language at home (Stanat & Christensen, 2006). Results from PISA indicate that Germany is among the countries with the most pronounced differences in reading comprehension between immigrant students and students from native families. The present article summarizes these findings and shows that the reading achievement gap persists even when the socioeconomic and educational background of students?? families are controlled. Furthermore, although controlling for background factors reduces the effect of the language spoken at home on reading, it continues to be substantial. Using these findings as a starting point, the article addresses the question of what should be done to close this gap. It summarizes research findings indicating that oral proficiency presents an important determinant of reading comprehension in a second language. This suggests that effective general approaches to second-language teaching are needed to promote reading literacy in a L2. The article closes with a discussion of the available evidence on the effectiveness of such approaches and outlines the need for further research. 相似文献
78.
Since fall 2009, reference librarians at The George Washington University's Himmelfarb Health Sciences Library have been embedded in online classes through Blackboard within the School of Nursing and School of Medicine and Health Sciences. The authors sought to determine the types of questions asked of the librarian, with the goal of informing future interactions with distance education classes to help develop a standard "protocol" for working with this population of students. Eighty-two questions were categorized and qualitatively analyzed. The findings have prompted librarians to explore tools such as Elluminate Live!, a tool that allows librarians to provide synchronous instruction within the Blackboard environment. 相似文献
79.
80.
William L. Rivers Theodore Peterson Jay W. Jensen Ronald T. Farrar John D. Stevens Bernard Rosenberg 《Communication Booknotes Quarterly》2013,44(10):7-8
William L. Rivers, Theodore Peterson and Jay W. Jensen's The Mass Media and Modern Society (Rinehart Press, $8.95) Ronald T. Farrar and John D. Stevens' (eds.) Mass Media and the National Experience (Harper & Row, price not known (paper back)) Bernard Rosenberg and David Manning White's Mass Culture Revisited (Van Nostrand, both hardback and paperback at same time–price not yet known) Wilbur Schramm (ed.) Process and Effects of Mass Communications (University of Illinois Press, details unknown) The Steranko History of Comics (Supergraphics Publications, 501 Spruce St., Reading, Pa. 19602, $3.00 paperback) 相似文献