全文获取类型
收费全文 | 278篇 |
免费 | 0篇 |
专业分类
教育 | 238篇 |
科学研究 | 2篇 |
各国文化 | 10篇 |
体育 | 4篇 |
信息传播 | 24篇 |
出版年
2020年 | 2篇 |
2019年 | 4篇 |
2018年 | 6篇 |
2017年 | 4篇 |
2016年 | 7篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 69篇 |
2012年 | 4篇 |
2011年 | 6篇 |
2010年 | 6篇 |
2009年 | 2篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 2篇 |
2005年 | 8篇 |
2004年 | 6篇 |
2003年 | 5篇 |
2002年 | 6篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 8篇 |
1998年 | 3篇 |
1997年 | 6篇 |
1996年 | 5篇 |
1995年 | 4篇 |
1994年 | 2篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1977年 | 6篇 |
1976年 | 8篇 |
1975年 | 7篇 |
1974年 | 6篇 |
1973年 | 3篇 |
1972年 | 4篇 |
1970年 | 2篇 |
1962年 | 1篇 |
排序方式: 共有278条查询结果,搜索用时 9 毫秒
11.
J. Fredericks Volkwein Lisa R. Lattuca Betty J. Harper Robert J. Domingo 《Research in higher education》2007,48(2):251-282
This research uses a conceptual model to examine the influence of a change in accreditation standards on a representative
national sample of 203 engineering programs at 40 institutions. Based on data collected from more than 140 program chairs,
1,200 faculty, 4,300 graduates of 2004, and 5,400 graduates of 1994, the study investigates the differential impact of the
change in accreditation standards on programs reviewed in different years during the period of transition. Despite significant
variation across most of the measures and groups in 1994 (before the introduction of the new accreditation criteria), the
2004 evidence demonstrates a surprisingly uniform level of student experiences and outcomes. These findings suggest that engineering
accreditation is beginning to accomplish its quality assurance goals.
This is a revised version of a research paper presented at the meeting of the Association for Institutional Research, May
17, 2006, Chicago, IL. 相似文献
12.
13.
Two experiments examined whether 18-month-olds learn from emotions directed to a third party. Infants watched an adult perform actions on objects, and an Emoter expressed Anger or Neutral affect toward the adult in response to her actions. The Emoter then became neutral and infants were given access to the objects. Infants' actions were influenced by their memory of the Emoter's affect. Moreover, infants' actions varied as a function of whether they were currently in the Emoter's visual field. If the previously angry Emoter was absent (Experiment 1) or turned her back (Experiment 2), infants did not use the prior emotion to regulate their behavior. Infants learn from emotional eavesdropping, and their subsequent behavior depends on the Emoter's orientation toward them. 相似文献
14.
15.
16.
17.
18.
19.
Betty Collis 《Technology, Pedagogy and Education》2013,22(2):115-125
Abstract There are very few credible frameworks for evaluation of teacher education programmes. The authors advocate the application of a paradigm originally designed for educational software assessment as a framework for reviewing teacher professional development. The framework is based on a situated view of cognition and this ensures an authentic approach. Five commonly observed foci for teacher professional development are considered in terms of the paradigm, leading to consideration of the comprehensiveness of professional development programmes. The analysis is illustrated by discussion of the professional development programme in place in a school. The analysis strongly suggests that a school-focused approach is appropriate for teacher professional development in the information technology area. 相似文献
20.