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Building on the findings of a 2013 NEH Digital Humanities Start-Up funded project, in early 2016 we began working on an IMLS Sparks! funded project: Digital Scholarship Applications Dashboard. The project is a collaborative initiative between University IT and the Library's Center for Digital Scholarship. We are currently evaluating an efficient and user-friendly dashboard solution that will allow faculty and student to easily choose, configure, deploy, and evaluate any of a set of common web applications in a shared and virtual hosting environment. The service is similar to those offered by commercial hosting providers for deployment of popular web applications, but our Scholars Dashboard service will focus on tools more relevant to digital scholarship and digital humanities. The prototype leverages OpenNebula, an open source cloud-computing platform for managing distributed data center environments, and Amazon Web Services for deploying virtual machines. In this article, we will describe the work we have done in the last year and further discuss the role of digital scholarship teams within academic libraries in providing cloud-based infrastructure for digital scholarship and research. 相似文献
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The study examines the effect of the “Living Values Educational Program” (LVEP) on certain behaviors and attitudes related
to personal intelligences (Intrapersonal & Interpersonal) in elementary school students in a private school in Lebanon. A
sample of 76 second and third grade students was randomly selected. A pre-post experimental control group design was used.
Students in the treatment group followed lessons from three of the program’s value units, namely: Peace, Respect and Love,
in addition to the regular school curriculum for a whole school year, while the control group continued with the school’s
regular curriculum. Both groups were pre tested prior to the implementation of the program and then post tested using the
following instruments: Harter’s Perceived Competence Scales, Teachers’ Rating Scale, and the BarOn Emotional Quotient Inventory
(EQ-i:YV (S)). Data was analyzed using t-tests and qualitative teacher parent interviews. Significant treatment effects were found on students’ self-perceptions in
the Scholastic, Cognitive and Social domains of the Harter Scale, as compared to the control group. Also, significant differences
in the Teachers Rating Scale posttest measures, in favor of the treatment group were also found, but not on the EQ-i:YV (S)
subscales and total EQ post test mean scores. Results were discussed and explanations were provided with recommendations for
future research. 相似文献
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Amal Alsaleh 《School Leadership & Management》2019,39(1):96-120
This study explores the practices of Kuwaiti school principals acting as instructional leaders during education reforms, using qualitative content analysis of standardised open-ended interviews with 28 randomly selected school principals. The results showed that principals faced obstacles related to the deeply-ingrained centralised structure in the Ministry of Education, whose mandates conflicted with the stated goal of building principals’ capacity. There were variations in instructional leadership dimensions, including defining the school’s mission, managing the instructional programme, and creating a positive climate for teaching and learning. A gradual, planned decentralisation is recommended to improve educational leadership practices in Kuwait. 相似文献
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This study aimed to assess grade 10 Turkish students' and science teachers' conceptions of nature of science (NOS) and whether these conceptions were related to selected variables. These variables included participants' gender, geographical region, and the socioeconomic status (SES) of their city and region; teacher disciplinary background, years of teaching experience, graduate degree, and type of teacher training program; and student household SES and parents' educational level. A stratified sampling approach was used to generate a representative national sample comprising 2,087 students and 378 science teachers. After establishing their validity in the Turkish context, participants were administered a questionnaire comprising 14 modified “Views on Science‐Technology‐Society” (VOSTS) items to assess their views of certain aspects of NOS. A total of 2,020 students (97%) and 362 teachers (96%) completed the questionnaire. Participant responses were categorized as “naïve,” “have merit,” or “informed,” and the frequency distributions for these responses were compared for various groupings of participants. The majority of participants held naïve views of a majority of the target NOS aspects. Teacher views were mostly similar to those of their students. Teacher and student views of some NOS aspects were related to some of the target variables. These included teacher graduate degree and geographical region, and student household SES, parent education, and SES of their city and geographical region. The relationship between student NOS views and enhanced economic and educational capitals of their households, as well as the SES status of their cities and geographical regions point to significant cultural (specifically Western) and intellectual underpinnings of understandings about NOS. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1083–1112, 2008 相似文献