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151.
152.
Institutional repositories (IRs) collect, preserve, and disseminate the scholarly output of an organization. Though common in academic settings, they are less so in hospitals or health care systems. The librarians for Aurora Health Care decided to create a primarily citation-level IR to organize and promote the scholarly output of Aurora faculty, residents, and fellows using the proprietary software Digital Commons, a product of the company bepress. The repository also hosts a newly published peer-reviewed journal and includes digitized historical images and institutional memorabilia. Suggested alternatives are given for hospitals or health care systems that may not currently be able to pursue a full-fledged IR. 相似文献
153.
Rosalind Raymond Gann Brenda Pennington Dean Joaquín Márquez 《Changing English: An International Journal of English Teaching》2005,12(3):431-441
Co‐authored by an academic who has worked in ESL teacher improvement programmes under the No Child Left Behind Act, an assistant director of an Appalachian school district, and a trilingual translator and teacher who works with indigenous Mexican populations, this article is narrated in the voice of the first author. The essay addresses how teachers in a Tennessee school district have learned to engage new English speakers and how existing ‘English only’ law affects the process. Contrasting today's immigrants with those of the past, the narrator relates her experience of working with Purépecha children in Morristown and considers the perils of stereotyping others' literacy. The children's comfort with speaking English is affected by their awareness that, as undocumented people, they and their families do not enjoy full citizenship. 相似文献
154.
Brenda Little 《Higher Education》2002,44(3-4):349-360
In the UK, there is currently considerableinterest in the nature and extent of full-timeundergraduates' term-time working. Thisinterest stems from at least two perspectives.First that as the system of student financingin the UK has changed, so has the extent towhich students need to boost their incomethrough employment. The second perspective isthat, in addition to financial benefits,students may be able to derive learningbenefits from term-time working: hence,institutions have developed processes by whichstudents might be helped to recognise in anexplicit way learning derived from experiencesof working.Behind such institutional responses tostudents' term-time working may well liequestions of equity and access: are certaingroups of students more or less likely toundertake paid employment during term-time. Andwith such questions comes an interest in theimpact of term-time working on the studentexperience and on academic performance.The paper looks at recent research findings inthe area and considers to what the extent UKinstitutions' own activities are a pragmaticresponse to the realities facing the currentgeneration of undergraduates, and to whatextent they may be damaging the overall studentexperience. 相似文献
155.
Brenda Jones Harden Monique B. Winslow Kimberly T. Kendziora Ariana Shahinfar Kenneth H. Rubin Nathan A. Fox Michael J. Crowley Carolyn Zahn-Waxler 《Early education and development》2000,11(3):357-385
The increased familial and environmental stressors affecting Head Start families over the last two decades have precipitated an escalation of mental health difficulties among participant children (Yoshikawa & Knitzer, 1997). Using an ecological framework (Bronfenbrenner, 1979). this study explored externalizing behavior problems among a group of Head Start children in a suburban county. Children were assessed for externalizing behavior problems in the home and classroom. Additionally, parents participated in interviews about a variety of ecological factors related to children's behavior problems. Almost one-quarter of the children were identified by their parents as having externalizing behavioral problems in the borderline or clinical range. Twice as many girls as boys had borderline or clinical levels of behavioral problems. Child externalizing behavior was positively associated with child internalizing behavior, parent psychological symptomatology, child temperament, family environment, and exposure to community violence. Children with parent-identified externalizing behavior did have specific social problem-solving skills deficits. Additionally, they were observed to have high levels of specific inappropriate behavior, but did not exhibit high levels of teacher-rated behavior problems. The implications of these findings for Head Start program planning are discussed. 相似文献
156.
Poul Rohleder Vivienne Bozalek Ronelle Carolissen Brenda Leibowitz Leslie Swartz 《Higher Education》2008,56(1):95-107
Online learning is increasingly being used in Higher Education, with a number of advantages to online learning being identified. One of these advantages is the suggestion that online learning provides for equality of opportunity. This article reports on students’ evaluations of the use of e-learning in a collaborative project between two South African universities. The results highlighted both positive and negative evaluations of the use of e-learning. The positive aspects identified were that e-learning provided for ease of communication between parties, and easy access to information and learning material. Negative aspects identified were that it presented some technical challenges; online communication was disjointed; there was unequal access to computers between students from the two universities; students felt that more face-to-face interaction is needed. The issue of unequal access to computers and the internet is highlighted as a crucial issue for e-learning in the South African context, and for the fostering of a democratising educational discourse. 相似文献
157.
Brenda M. Capobianco 《Journal of Science Teacher Education》2007,18(2):271-295
This self-study examined the 1st-year science teacher educator's integration of instructional technology into a science methods
course and modeled the reflective practice of her own teaching. Elementary science methods students participated in a series
of inquiry-based activities that utilized various instructional technologies. Data sources included daily reflections, formative
assessments, concern-based surveys, and class assignments. Findings from this self-study revealed that the teacher educator's
own reflections and practical inquiry influenced and paralleled her students’ development of learning how to teach scientific
inquiry using instructional technology. Results suggest that inviting preservice teachers into reflective practice and modeling
for them the development of professional practical knowledge allow them to address the uncertainties in their own learning
about using technology for inquiry-based science teaching. 相似文献
158.
Subjects of verbs in English sentences may be indicated by any one of a number of cues. In some cases, the subject of the verb is determined by semantic constraints, as when the verb requires an animate noun phrase as subject; in other cases the subject is determined by syntactic factors, as in the case of third person singular verb markers; and, as is commonly the case in informal language, the most immediately preceding noun phrase is the subject of the verb. These three types of cues, semantic (here described as extensional), syntactic (here labeled intensional), and adjacency are investigated in a series of tests of sentence comprehension using university undergraduates as subjects.The results of these experiments show that when the adjacency strategy does not apply, even these highly literate native speakers have great difficulty in correctly comprehending subject-verb correspondences.These results are discussed in the context of the relationship between intensional linguistic processing and literacy. 相似文献
159.
This study was designed to extend our understanding of trustworthiness and attitude measures as they relate to academia and
business. The basic research question was whether students modify their responses to such inventories based on the purpose
of the test. Students were randomly assigned to one of two conditions: respond as honestly and openly as possible or respond
as if applying to graduate school or as if applying for a job. Results indicate that students modified their responses to
an honor system survey if the results would be used as part of the admission criteria to graduate school; students did not
modify their responses to an employment trustworthiness survey when the results would be used as part of the hiring decision.
Implications for schools and businesses are discussed. 相似文献
160.
Brenda L. Berkelaar Jeffrey L. Birdsell Joshua M. Scacco 《Journal of Applied Communication Research》2016,44(3):275-295
Employers’ use of online information increases the communicative demands and complexity of employability. For employers, gathering online information for personnel selection—a process called cybervetting—supplements or augments existing information acquisition processes. For workers, cybervetting’s extractive processes require considering potential and possible career stories employers might construct. Workers increasingly need to engage in prospective and retrospective storying to communicate and maintain employability and employment. Drawing on exemplars from employers’ reports, this essay highlights: (a) how employers report assembling and making sense of workers’ information during personnel selection; (b) the limitations of existing employability strategies; as well as (c) the increased and unequally distributed uncertainty and risk; and (d) the associated and different work expected of workers as the primary site and authorship of career stories shift. 相似文献