全文获取类型
收费全文 | 513篇 |
免费 | 10篇 |
国内免费 | 1篇 |
专业分类
教育 | 347篇 |
科学研究 | 28篇 |
各国文化 | 46篇 |
体育 | 27篇 |
文化理论 | 2篇 |
信息传播 | 74篇 |
出版年
2023年 | 3篇 |
2020年 | 9篇 |
2019年 | 12篇 |
2018年 | 14篇 |
2017年 | 15篇 |
2016年 | 14篇 |
2015年 | 11篇 |
2014年 | 12篇 |
2013年 | 112篇 |
2012年 | 9篇 |
2011年 | 6篇 |
2010年 | 8篇 |
2009年 | 19篇 |
2008年 | 11篇 |
2007年 | 14篇 |
2006年 | 9篇 |
2005年 | 21篇 |
2004年 | 22篇 |
2003年 | 12篇 |
2002年 | 7篇 |
2001年 | 7篇 |
2000年 | 15篇 |
1999年 | 14篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 10篇 |
1993年 | 3篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1985年 | 6篇 |
1983年 | 4篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1978年 | 7篇 |
1977年 | 3篇 |
1975年 | 6篇 |
1973年 | 4篇 |
1971年 | 3篇 |
1946年 | 3篇 |
1943年 | 4篇 |
1935年 | 2篇 |
1934年 | 2篇 |
1933年 | 3篇 |
1929年 | 3篇 |
1928年 | 3篇 |
排序方式: 共有524条查询结果,搜索用时 15 毫秒
41.
Jenna H. Marshall Edith C. Lawrence James Peugh 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):444-462
In this study, we examined the effectiveness of peer support for college women mentors who engaged in one-to-one and group mentoring with at-risk adolescent girls. Using data from 162 mentoring pairs, results suggested that mentor support positively predicted mentees’ self-reported improvement after a year of mentoring. An examination of mentees’ self-esteem outcomes revealed that mentor peer support was associated with higher outcomes only for those mentees who had higher pre-program scores; for those with below average pre-scores, mentor support was associated with lower self-esteem. Taken together, these results indicate that mentor support may serve as an important function beyond ongoing training, though its effectiveness may vary based on mentee characteristics. Implications are discussed. 相似文献
42.
Margaret E. Ross Jill D. Salisbury-Glennon Anthony Guarino Cynthia J. Reed Mark Marshall 《Educational Research and Evaluation》2013,19(2):189-209
To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so that they can succeed on various forms of assessments and ultimately retain this information for the long term. While the complexity of these demands has been modeled somewhat metaphorically, there has been little ecologically valid research into learning in authentic classroom contexts. The present study examines the interrelationships among student perceptions of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis demonstrated that perceptions of the teaching format and test complexity were positively related to the study strategies reported, and these study strategies were further related to the reported course performance. 相似文献
43.
Ralph O. Marshall 《Journal of Criminal Justice Education》2013,24(2):281-290
Critics and proponents alike have voiced concerns about the difficulties of practicing multiculturalism in today's criminal justice classrooms. In this essay we present strategies for using the lived experiences of students as a tool for discovering diversity inside the classroom, as well as for finding value in it. We then use our students' discourse to talk about the impact these strategies can have. Our experiences, as well as those of our students, suggest that principles of multiculturalism can be achieved without having to sacrifice the core curricula; and that one of the more valuable resources for teaching multiculturally is the lived experiences that students, teachers and guests bring into the classroom. 相似文献
44.
David W. Sink Jr Molly A. Parkhill Rick Marshall Steve Norwood 《Community College Journal of Research & Practice》2013,37(8):583-590
ABSTRACT Blue Ridge Community College in Flat Rock, North Carolina serves a rapidly growing Hispanic population through its Family-Centered Literacy Program. The Hispanic population in the region has been increasing at a staggering rate of 50% per year, most of which is in-migration. These newcomers frequently face challenges adjusting to their jobs, schools, and living environment. The Family-Centered Literacy Program is teaching new skills to new residents to minimize the “culture shock”, and to make community immersion a less difficult process. The program offers evening classes 2 nights a week for parents and their children. Parents attend classes in basic and conversational English and General Education Development (GED) preparation; school-age children receive tutoring and help with homework; and preschool children learn from fluency-building games and activities. The college also provides Spanish instruction for school personnel who want to better communicate with Hispanic students and their parents. The program currently operates in 5 elementary schools. Each school has taken on the role of “community center” for Hispanic families. 相似文献
45.
Marshall Welch Beth Tulbert 《Journal of educational and psychological consultation》2013,23(3-4):357-378
This investigation was designed to socially validate the characterization and operational definitions of collaboration as described in the professional literature and quantitatively identify salient features of collaboration. The study was conducted in two phases. The first phase employed an adelphi methodology asking practitioners to define and describe the collaborative process. Open-ended surveys were sent to teachers, special education teachers, administrators, and related service providers at the building, district, and state levels in 3 states representing distinct national regions. A content analysis team identified 35 thematic units that were used to create a second instrument for the second phase of the study, a factor analysis. Surveys were sent to teachers, special educators, administrators, and related service providers at the building, district, and state levels in 7 states. A factor analysis revealed 4 factors as salient components of collaboration. Results of the investigation socially validated most concepts of collaboration articulated in the literature. Overall, practitioners have a pragmatic view of the process of collaboration coupled with an emphasis on the collaborative ethic. Each identified factor is described and discussed. This article concludes with implications of these findings for professional preparation programs. 相似文献
46.
准备好应用网络教育的明日教师(上) 总被引:8,自引:0,他引:8
全球网(www.World Wide Wde)对教育系统的潜在冲击几乎是无限的。然而,如果我们的教师不具备适当的应用网络的知识和技能,实现的冲击会比可能的要小。证据表明,我们的教师需要培训,以便能够有效利用强大的在线资源,培养我们的孩子在数字社会中自我发展的能力。本文的目的在于探讨基于网络的教学对教师教育计划的冲击。 相似文献
47.
Jose M. Castillo Jennifer R. Wolgemuth Chris Barclay Amira Mattison Sim Yin Tan Sujay Sabnis Amber Brundage Leslie Marshall 《Psychology in the schools》2016,53(6):641-658
Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed. 相似文献
48.
S.A. Marshall 《Journal of The Franklin Institute》1983,316(4):327-338
A detailed appraisal of the usefulness of reduced order systems produced by the two-step iterative algorithm of Shoji, J. Franklin Inst., Vol. 310, pp. 155–188, 1980; J. Franklin Inst., Vol. 313, pp. 267-271, 1982, in control system design is presented. In this appraisal, application of the method to four systems is considered and the results compared with those obtained by Marshall Int. J. Control, Vol. 31, pp. 677–690, 1980. Since two of the systems contain complex poles it was found necessary to adapt the Shoji method accordingly. 相似文献
49.
50.