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91.
Bernadette Anayah 《Community College Journal of Research & Practice》2013,37(12):1099-1110
An emerging trend today is the increased enrollment of international students at community colleges. International students look to American community colleges as a steppingstone to achieving an education that might otherwise be beyond their reach. They are attracted to the community college by the lower tuition costs, opportunities for guaranteed transfer to a four-year university, and the opportunity to study at a variety of geographical locations throughout the United States. The purpose of this qualitative study was to examine the reasons that international students choose to study at community colleges and to consider the implications for community colleges at a time when funding, services, and growth opportunities have been severely restricted. Suggestions for further research are also included. 相似文献
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Recruiting, preparing and retaining high-quality teachers are recurrent themes of local, national and international education agendas. Traditional university-led forms of teacher education continue to be challenged, and defended, as nations strive to secure a teaching force equipped to achieve high-quality learning outcomes for all students. One commonly adopted policy solution has been the diversification of teacher preparation routes: the alternative certification agenda. In this article, we examine the entire history of one alternative route in place in England from 1997 to 2012, the Graduate Teacher Programme. Using one example of an employment-based programme, we argue that opportunities to engineer innovative and creative spaces in the face of the current teacher preparation reform agenda need to be seized. This case study, which is contextualised in both the international debates about alternative teacher certification routes and the current policy agenda in England, demonstrates the extent to which successive administrations have failed to learn from the lessons of the past in the rush to recycle policies and claim them as their own. 相似文献
94.
Linda Price Bernadette Robinson Xia Ding Xiaoling Sun Cuiling Han 《Asia Pacific Journal of Education》2011,31(2):159-175
It has been claimed that students from “Confucian-heritage” cultures approach studying in higher education differently from Western students. This study investigated the experiences and the approaches to studying of students at a university in China. A total of 356 students completed both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI). Their responses to the CEQ yielded two factors concerned with student support and course demands. Their responses to the RASI yielded two factors: a deep/strategic approach and a surface approach. Students who rated their courses positively in terms of student support were more likely to adopt a deep/strategic approach. Students who rated their courses positively in terms of course demands were less likely to adopt a surface approach. In broad terms, the students' perceptions and approaches to studying were similar to those of Western students, though with some specific differences. The findings add to the literature on Chinese students' approaches to learning and also have practical implications for teachers seeking to promote more desirable forms of studying in their students. 相似文献
95.
Antonia Bernadette Donkor Williams E. Nwagwu 《Library & information science research》2019,41(4):100985
This study examined how demographic characteristics of faculty influence their personal information activities behaviors, namely information creation, information organization, and information storage. Data was collected from a sample of 235 faculty in six universities in Ghana using a questionnaire. Age, gender, rank and university of affiliation predicted personal information activities behaviors in different directions and with different magnitudes. Gender made a difference in information organization and information storage while age made a difference in respect of information creation and information organization only. Faculty ages 4049 years created information the most, followed by those above 50 years. Males stored information more than females. Rank made a difference in information creation, organization and storage, but university of affiliation made a difference in information creation and information storage, and not information organization. It is common among information system designers and managers to implement information management systems without considering the differential influence of personal variables on human information behaviors. This omission denies information users adequate access and maximum use of the information in their information space. Institutional leaders and PIM systems designers should consider demographic and other personal factors of faculty in information literacy programs. Profiling of users' personal characteristics when designing personal information management systems will enhance maximum access and utilisation of personal information. 相似文献
96.
Joe Champion Frieda Parker Bernadette Mendoza-Spencer Ann Wheeler 《International Journal of Science and Mathematics Education》2011,9(5):1093-1110
The purpose of this study was to identify the degree to which college algebra students’ value mathematical skills in their
prospective careers. A survey was administered to N = 144 students in 6 college algebra classes at a mid-sized doctoral granting university. Students in half the classes completed
a data analysis project, and half of the students planned to major in a business-related degree. Logistic regression suggested
that students held mostly positive attitudes about the value of mathematics in their career, with business students expressing
more positive attitudes than those reported by non-business students. Unexpectedly, those who completed the data analysis
project expressed less positive attitudes on 6 of the 20 survey items. 相似文献
97.
Amie Southcombe Liz Fulop Geoff Carter Jillian Cavanagh 《Journal of Further & Higher Education》2015,39(5):733-757
The purpose of this study is to explore the relationship between learning climate congruence and the affective commitment of university academics. The strategy of inquiry for this research is quantitative, involving a non-experimental design for the survey research. A non-probability sample of 900 academics from a large Australian university was selected, with a response rate of 30.33%. The major conclusion drawn from this study was that the congruence between current and preferred learning climate was related to the affective commitment of university academics. More specifically, academics’ level of affective commitment was enhanced in a learning climate where they were encouraged to take risks, had plenty of time to learn new tasks and were encouraged to openly express their ideas and opinions. This study is important in a practical sense for academic managers and universities to build relationships and develop better connections with their academics. 相似文献
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New technology-based firms (NTBFs) represent only a small proportion of the firms established in France each year; they attract very little specific attention from the national statistical apparatus and are considered to be of marginal significance by both the public authorities and financial institutions. Although the definition of NTBFs is problematic, the available evidence suggests that the survival rate of technology-based firms is higher than that of other start-ups. The most successful in terms of growth belong to dense and convergent networks through which they interact with larger firms and research organisations. There is very little public policy specifically targeted on NTBFs in France. Instead, public financing has been devoted mainly to the development of SMEs in general—in support of their role in the creation of new employment—and to supporting technology-based firms, both large and small, to strengthen the international competitiveness of the French industry. 相似文献
100.