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631.
Kathryn C. Senie 《Community College Journal of Research & Practice》2016,40(4):269-284
This study examined the cultural aspects of a transfer articulation policy between public community colleges and state universities enacted by a newly consolidated state governing board for higher education in a northeastern state. A qualitative multisite case study design explored how key stakeholders, faculty, administrators and staff viewed the transfer policy from their unique perspectives. Tierney’s (2008) cultural analysis of governance was used to examine the effectiveness of communication and decision-making on the part of the board. The study also applied Handel’s (2011) theory of a transfer affirming culture along with Jain, Herrera, Bernal, and Solorzano’s (2011) research on the requisite services for pretransfer and posttransfer success of nontraditional students. The use of several theoretical frameworks provides “a more powerful lens than when using only one in helping to interpret and understand culture” (Kezar &; Eckel, 2002, p. 440). The study was guided by the following question: How do community college and state university faculty, administrators and staff perceive the Transfer Mobility Policy in relation to their campus cultures? The findings identified difficulties with community college curricula and student transfer advising as well as a cultural gap between the community colleges and the state university. They underscored the politics that surrounds higher education governance reform and resultant clash between political and academic cultures. This study may help policy makers promote statewide transfer and articulation initiatives and be instructive for faculty, administrators, and staff as they seek to improve the success of students who transfer from community colleges to four-year colleges and universities. 相似文献
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The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of Psychology in the Schools examined issues that impact the academic and social functioning of such children. Several articles are focused on potential early intervention strategies or services surrounding literacy and social skills that may enhance the success of children with communication disorders and/or at risk for communication disorders (e.g., Chapman, Denning, & Jamison, 2008; Thatcher & Fletcher, 2008; van Kleeck, 2008). Two other articles tackle promising strategies that may be used in academic settings with children who stutter (Logan, Mullins, & Jones, 2008) or with children with cognitive impairments (Gillette & DePompei, 2008). Despite promising avenues of intervention and practice, there are also barriers to providing instruction to children with communication disorders in a regular classroom (Pufpaff, 2008). Each article provides insight into the importance of communication skills for academic and social success in the schools. The key to the success of children with or at risk for communication is for all school personnel to be aware of and proactive with children with communication disorders. © 2008 Wiley Periodicals, Inc. 相似文献
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This study examined social participation and strategic problem solving behavior of boys diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) when collaborating on a planning task with a trained peer partner. Twenty-four 9- to 13-year-old boys with ADHD who were receiving a medication intervention, were individually pre-tested to assess their initial ability to plan an errand route task. They were then observed doing an alternate planning task during collaborative sessions with a female peer partner who had received prior training in the task and in facilitating social interaction. Boys with ADHD were then individually post-tested on the original planning task. Observations of the collaborative sessions revealed significant, positive changes across three phases in the quality of social interactions by boys with ADHD, in their planning strategies, and planning efficiency. Findings suggest positive benefits of collaborative learning structures for boys with ADHD when they are placed in a collaborative learning setting with a partner who has received a prior training intervention. 相似文献
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Hardin Library for the Health Sciences offers an education service called Hardin House Calls. In collaboration with the University of Iowa libraries' public relations coordinator, the education team developed a marketing campaign for Hardin House Calls. Marketing strategies included designing a new logo, meeting with external relations representatives and faculty, distributing a user survey, and producing and distributing posters and advertisements. These marketing strategies greatly increased the visibility and use of Hardin House Calls. The campaign also led to a series of faculty development sessions, education collaborations with smaller health sciences departments, and collection development opportunities. Promoting an instructional service through a public relations frameworkwas found to be a highly successful strategy. 相似文献
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Kathryn L.Van Pelt Jaclyn B.Caccese James T.Eckner Margot Putukian MAlison Brooks Kenneth L.Cameron Megan N.Houston Matthew A.Posner Jonathan C.Jackson Gerald T.McGinty Cameron J.Hillis Thomas W.McAllister Michael A.McCrea Steven P.Broglio Thomas A.Buckley 《运动与健康科学(英文)》2021,10(2):162-171
Objective:Since concussion is the most common injury in ice hockey,the objective of the current study was to elucidate risk factors,specific mechanisms,and clinical presentations of concussion in men’s and women’s ice hockey.Methods:Ice hockey players from 5 institutions participating in the Concussion Assessment,Research,and Education Consortium were eligible for the current study.Participants who sustained a concussion outside of this sport were excluded.There were 332(250 males,82 females)athletes who participated in ice hockey,and 47(36 males,11 females)who sustained a concussion.Results:Previous concussion(odds ratio(OR)=2.00;95%confidence interval(95%CI):1.02‒3.91)was associated with increased incident concussion odds,while wearing a mouthguard was protective against incident concussion(OR=0.43;95%CI:0.22‒0.85).Overall,concussion mechanisms did not significantly differ between sexes.There were specific differences in how concussions presented clinically across male and female ice hockey players,however.Females(9.09%)were less likely than males(41.67%)to have a delayed symptom onset(p=0.045).Additionally,females took significantly longer to reach asymptomatic(p=0.015)and return-to-play clearance(p=0.005).Within the first 2 weeks post-concussion,86.11%of males reached asymptomatic,while only 45.50%of females reached the same phase of recovery.Most males(91.67%)were cleared for return to play within 3 weeks of their concussion,compared to less than half(45.50%)of females.Conclusion:The current study proposes possible risk factors,mechanisms,and clinical profiles to be validated in future concussions studies with larger female sample sizes.Understanding specific risk factors,concussion mechanisms,and clinical profiles of concussion in collegiate ice hockey may generate ideas for future concussion prevention or intervention studies. 相似文献
639.
Kathryn M. Fischer Wilhelmina C. Savenye Howard J. Sullivan 《Performance Improvement Quarterly》2002,15(1):11-24
This article describes a formative evaluation of a one‐day introductory computer‐based training (CBT) course for a new on‐line financial and purchasing system at a large public university. The purposes of the evaluation were to evaluate the effectiveness of the training and to identify appropriate revisions and incorporate them into the training program. Participants were 78 university employees who were likely future users of the financial and purchasing system. The mean score on an on‐line performance posttest that simulated real‐work tasks was 94%, and the mean on a 40‐item knowledge posttest covering the CBT content was 74%. Learner attitudes toward the course were positive, averaging 4.4 on a 5‐point scale. Formative evaluation of the program resulted in revisions that had the potential to improve its effectiveness and provided evidence of the value of ongoing formative evaluation of workplace training. 相似文献
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