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361.
The University of Florida Health Science Center Libraries created a task force representing various departments to review data from its 2004 LibQUAL+ survey. This review compared results from the 2002 and 2004 LibQUAL+ surveys, and the data from the Association of Academic Health Science Libraries 2004 cohort. The task force analyzed the key components of the LibQUAL+ survey: Affect of Service, Information Control, Library as Place, and user comments. At the conclusion of this review, the task force made recommendations and suggestions along departmental lines to meet the patrons' needs and expectations. In addition to following the task force recommendations, the Libraries independently implemented several new services and hired additional personnel after the completion of the 2004 survey. Combined, these changes should improve overall library service and increase customer satisfaction. Looking towards the 2006 LibQUAL+ survey, the task force will be convened in advance and will guide the entire process. 相似文献
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Erin Dowdy Michael Furlong Tara C. Raines Bibliana Bovery Beth Kauffman Randy W. Kamphaus 《Journal of educational and psychological consultation》2015,25(2-3):178-197
Universal screening for complete mental health is proposed as a key step in service delivery reform to move school-based psychological services from the back of the service delivery system to the front, which will increase emphasis on prevention, early intervention, and promotion. A sample of 2,240 high school students participated in a schoolwide universal screening to identify behavioral and emotional distress as well as personal strengths. School psychologists, as part of a multidisciplinary team, coordinated the use of these screening data to engage in preventive consultation with administration to make decisions regarding the refinement and expansion of mental health service delivery options. Schoolwide and individual student prevention and intervention activities were tailored according to screening results. The roles of the school psychologist and multidisciplinary team members are discussed as critical components of this approach to service delivery change. Implications for future consultation research, practice, and training are provided. 相似文献
364.
Beth A. Herbel-Eisenmann Sarah Theule Lubienski Lateefah Id-Deen 《Journal of Mathematics Teacher Education》2006,9(4):313-345
This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum (Core Plus) and a more conventional algebra sequence (the University of Chicago series). Each day, Jackie teaches two very different sections of accelerated eighth-grade mathematics using each of these curricular materials. Drawing from students’ survey responses, classroom observations, and teacher interview data, we show ways in which Jackie’s pedagogy differs considerably between the two courses and we shed light on reasons underlying this variation.By examining one teacher who enacts different practices in each of the two curricular contexts, this paper highlights factors that contribute to teachers’ enacted curricula – factors that have been understated in previous mathematics education research on teacher development. The study establishes the importance of distinguishing between global and local teacher change, and suggests implications for future studies of teaching and reform. 相似文献
365.
This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter
naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants
were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses
were carried out to explore these relationships. The results demonstrate that phonological awareness, rapid letter naming,
and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition,
and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension)
whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support
the multidimensional nature of fluency in which the whole is more than its parts. 相似文献
366.
Beth R. Loveys 《International Journal of Science Education》2019,41(1):64-79
The flipped classroom pedagogy was implemented in two core undergraduate science courses; Animal and Plant Biochemistry II (APB) and Microbiology and Invertebrate Biology II (MIB) to encourage students to prepare for laboratory classes. Students often attend class without little understanding or appreciation of what they are going to learn in the laboratory, the types of techniques they are going to use or the safety precautions required. This is not only hazardous for students but also requires detailed explanations from teaching staff at the start of class, overloading students with information. This disconnection between theory and practice was overcome by ‘flipping the laboratory’ to integrate online, interactive pre-laboratory activities into the curriculum. The aims of this study were to: (1) evaluate student engagement with pre-laboratory content; (2) investigate student performance and learning outcomes; (3) review failure rates following implementation of pre-laboratory activities. Students agreed that the pre-laboratory activities bridged the gap between theory and practice (65%) and enhanced their engagement with course material (79%). The integration of pre-laboratory activities significantly increased student learning outcomes immediately after implementation into the curriculum, despite a 26.8% increase in enrolments from 2011 to 2017. Failure rates significantly decreased in both APB and MIB over three consecutive years. 相似文献
367.
Julia M. White Siqi Li Christine E. Ashby Beth Ferri Qiu Wang Paul Bern 《Educational Studies A Journal of the American Educational Studies Association》2019,55(4):453-472
Lack of access to general education for students with disabilities, particularly students with extensive support needs, students of color, and students from low-income households, reflects continued educational inequities for multiply marginalized students. Here, we present findings of a geospatial analysis of the intersections of race, socioeconomic status, disability labels, and levels of inclusion for students with disabilities in an urban school district, serving primarily students of color. Findings show trends in segregated placements mirroring historical redlining practices, suggesting the persistence of racial segregation that is enacted systematically and systemically via special education placements, disability categories, and geography. Results suggest the need to examine student-level placement data in the context of race, class, disability label, and space to identify and address inequities in access to inclusive schooling. 相似文献
368.
Online social networks are increasingly important information and communication tools for young people and for the environmental movement. Networks may provide the motivation for young adults to increase environmental behaviors by increasing their knowledge of environmental issues and of the specific actions they can take to reduce greenhouse gas emissions. This study examined an application within Facebook.com – the largest online social network in the world – that allowed users to post climate change news stories from other websites and comment on those stories. A survey revealed that users of the social networking application reported above average knowledge of climate change science and that self‐reported environmental behaviors increased during young people's involvement with the Facebook application. Focus groups indicated that peer role modeling through interaction on the site motivated pro‐environmental behaviors, that is, behavior that seeks to minimize the negative impact of one's actions on the natural and built world. Participation in a community of like‐minded users spurred many participants to learn more about climate change and do more to limit its impact. 相似文献
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370.