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Research in Science Education - In science education, there is a now established focus on fostering students’ meaning making through/as multimodal representations as part of their induction... 相似文献
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Yoko Inagi Ferguson 《Journal Of Access Services》2017,14(3):126-137
Recently, The City College of New York (CCNY) libraries engaged in a collaborative project to transfer the bibliographic holdings for textbook course reserves to a new module when their integrated library systems, the Ex Libris Aleph Integrated Library System, underwent a system upgrade. In this article, the Chief of Circulation and the Chief of Cataloging share and analyze the various steps and challenges undertaken to complete this project, which took place over the span of three semesters. This article will serve to assist those who work in circulation and cataloging to aid in the planning of a large collaborative library-wide project. 相似文献
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Andrew R. Clark Annie Erdmann Jennifer Ferguson Khalilah Gambrell Jeremy B. Shaw-Munderback 《期刊图书馆员》2016,71(3-4):186-196
Simmons College Library conducted in-person and remote usability testing to observe how students retrieve full text when using Library Search, its discovery service system powered by EBSCO Discovery Service (EDS). Testing was conducted as a collaborative study with a consultant associated with EBSCO Information Services User Research Group. This testing found that students expect direct access to full text, have an unfavorable impression of Interlibrary Loan (ILL), and are unsure, based on terminology, which links provide direct access to full text. Steps taken by the library in response to the findings include local customization of EDS, improvements to ILL messaging, updates to user education regarding full text formats and terminology, and requests to EBSCO to update terminology to support users’ direct access to full text. Study findings also validated decisions the library made during the initial set up of its discovery service system. 相似文献
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Although the Web audience is growing exponentially, little research has explored the benefits that the audience derives from their use of the Web. This study took a cost‐benefit approach to exploring the specific benefits and opportunity costs associated with World Wide Web use. We hypothesized that greater benefits coupled with fewer opportunity costs (e.g., computer and Internet access, computer expertise, connection speed, effort, and multimedia) would have an impact on the amount of time people spend on the Web and the value they attach to their Web use. We conducted a Web‐based survey of 250 students enrolled at two “wired” universities who were required to use the Web for coursework. The results revealed that Learning was the most salient benefit of the Web, followed by Pass Time and Entertainment. We found some support for the impact of opportunity costs on Web use. Stronger support was found for the impact of benefits and costs on Web surfing value. We also found that Entertainment and sports Web sites were the ones most likely to be linked to beneficial Web use. The discussion relates the results of the study to speculations about the future of the Web audience and the impact of reduced opportunity costs on Web use. 相似文献
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Victoria J. Molfese Jennifer L. Beswick Jill L. Jacobi-Vessels Natalie E. Armstrong Brittany L. Culver Jamie M. White Melissa C. Ferguson Kathleen Moritz Rudasill Dennis L. Molfese 《Reading and writing》2011,24(2):133-150
The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores
from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing
were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis,
left–right orientation, and correct letter sequencing) would better reflect differences in children’s writing knowledge in
preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes
in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to
the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name
writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic
writing instruction in preschool curricula are discussed. 相似文献
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