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201.
Lynette M. Johnston Martin Wiedmann Alicia Orta‐Ramirez Haley F. Oliver Kendra K. Nightingale Christina M. Moore Clinton D. Stevenson Lee‐Ann Jaykus 《Journal of Food Science Education》2014,13(1):12-21
Identification of core competencies for undergraduates in food safety is critical to assure courses and curricula are appropriate in maintaining a well‐qualified food safety workforce. The purpose of this study was to identify and refine core competencies relevant to postsecondary food safety education using a modified Delphi method. Twenty‐nine experts representing food safety professionals in academia, government, and industry were given 2 rounds of questionnaires that specified initial food safety competencies, core domains, and subdomains. Competencies were defined as a set of skills, knowledge, and abilities that correlate to success of a trainee. The framework for which competencies were classified consisted of (1) core domains, defined as broad food safety subjects; and (2) subdomains, or more specific food safety subjects. The expert panel used a 5‐point Likert scale with an acceptance criterion, or consensus, of 75%, with a rating of “4” or greater. After 2 rounds of questionnaires and revisions from the expert panel, 5 core domains were established: (1) Food Production, Manufacturing, Retail, and Consumer; (2) Foodborne Hazards; (3) Public Health; (4) Legislation and Policy; and (5) Communication and Education. Specific responses from the experts highlighted areas in which further curriculum revision would be beneficial. This study provides a framework for the development of a vetted, standardized undergraduate food safety curriculum. The Delphi method, with its inclusion of professionals representing various sectors of food safety, provided relevant perspectives for curriculum design, and also allowed participants the opportunity to contribute to the education of future food safety professionals. 相似文献
202.
This article draws on the analysis of 26 interviews with newly qualified primary teachers (NQTs) in one multilingual city in England, towards the end of their induction year. Interview analysis focused on three themes: developments in pedagogic practice, collaboration with colleagues, resolutions for change or development. Detailed thematic analysis confirmed that NQTs were engaged in reflection about how to respond to diversity, in some cases building on awareness raised in teacher education. Learning on the job was a frequent theme but five respondents still expressed lack of confidence about their approaches. Twenty-one NQTs believed that they had begun to develop responsive forms of teaching, aided by support from and collaboration with other colleagues, including teaching assistants, many bilingual. Implications of the study are that both teacher education and educational research programmes need to give further time to the study and development of linguistically responsive forms of teaching. 相似文献
203.
The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed. 相似文献
204.
205.
Gregory Clinton Brad Hokanson 《Educational technology research and development : ETR & D》2012,60(1):111-130
This article presents a discussion of research and theoretical perspectives on creativity and instructional design, offering
a conceptual model of the connection between these two constructs that was originally proposed in the dissertation work of
the first author (Clinton, Creativity and design: A study of the learning experience of instructional design and development
graduate students, Unpublished doctoral dissertation, University of Georgia, Athens, 2007) and that we call the Design/Creativity
Loops (DCL) model. Central to the model is a representation of the iterative, looping problem-solving cycle that can include
established stages of creative thinking. As an instructional designer is routinely confronted with the next task or design
problem in a project, these tasks or problems spawn iterative mental excursions that are opportunities for creative thinking.
This article also explores ways that the design and development process can benefit from an emphasis on creativity and offers
suggested directions for future research. 相似文献
206.
Nadira Saab Wouter van Joolingen Bernadette van Hout-Wolters 《Metacognition and Learning》2012,7(1):7-23
Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning,
students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process
focused on the task at hand (task regulation). In this study, we investigate how support of collaborative inquiry learning
can influence the use of regulative activities of students. Furthermore, we explore the possible relations between task regulation,
team regulation and learning results. This study involves tenth-grade students who worked in pairs in a collaborative inquiry
learning environment that was based on a computer simulation, Collisions, developed in the program SimQuest. Students of the
same team worked on two different computers and communicated through chat. Chat logs of students from three different conditions
are compared. Students in the first condition did not receive any support at all (Control condition). In the second condition,
students received an instruction in effective communication, the RIDE rules (RIDE condition). In the third condition, students
were, in addition to receiving the RIDE rules instruction, supported by the Collaborative Hypothesis Tool (CHT), which helped
the students with formulating hypotheses together (CHT condition). The results show that students overall used more team regulation
than task regulation. In the RIDE condition and the CHT condition, students regulated their team activities most often. Moreover,
in the CHT condition the regulation of team activities was positively related to the learning results. We can conclude that
different measures of support can enhance the use of team regulative activities, which in turn can lead to better learning
results. 相似文献
207.