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992.
Catherine M. Sleezer Denise Cipicchio Denise Pitonyak 《Performance Improvement Quarterly》1992,5(4):55-75
One barrier that human resource managers may face in evaluating their training programs is lack of expertise in how to customize and implement an evaluation model. Using a case study approach, we conducted a research study to document the process and results of customizing and implementing a training program evaluation model in an organization. In this article, we describe the steps that the HRD managers in one organization used to customize and implement the Training Effectiveness Evaluation (TEE) model (Swanson & Sleezer, 1987), and the decisions and actions that were required to move from the model to actual practice. We also describe how the decisions and actions in implementing the model influenced the evaluation results. When the project began, the HRD managers lacked expertise in customizing and implementing an evaluation model. By the end of the project, they had overcome this barrier and gained new skills. They had learned to use the tools of the TEE model and had customized the model to meet the needs of their organization. 相似文献
993.
994.
Catherine E. Snow 《Infancia y Aprendizaje》2017,40(1):1-18
Much public attention has been drawn to the ‘30 million-word gap’ between children growing up in more vs. less privileged families. I argue in this paper that conceptualizing the gap in quantity of words, which is useful in emphasizing the size of the challenge, misconceptualizes the real differences, which are in knowledge of the world rather than just vocabulary size, and risks luring early childhood educators and parents into overly simple solutions. If we recognize the challenge as one of knowledge rather than just vocabulary size, we also are in a better position to support second language learners whose knowledge base across both languages is a better predictor of academic success than vocabulary in the second language. 相似文献
995.
In classrooms from kindergarten to graduate school, researchers have identified target students as students who monopolize material and human resources. Classroom structures that privilege the voice and actions of target students can cause divisive social dynamics that may generate cliques. This study focuses on the emergence of target students, the formation of cliques, and professors' efforts to mediate teacher learning in a Master of Science in Chemistry Education (MSCE) program by structuring the classroom environment to enhance nontarget students' agency. Specifically, we sought to answer the following question: What strategies could help college science professors enact more equitable teaching structures in their classrooms so that target students and cliques become less of an issue in classroom interactions? The implications for professional education programs in science and mathematics include the need for professors to consider the role and contribution of target students to the learning environment, the need to structure an equitable learning environment, and the need to foster critical reflection upon classroom interactions between students and instructors. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 819–851, 2006 相似文献
996.
Jo Cahill Jan Bowyer Catherine Rendell Angela Hammond Sharon Korek 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):272-286
Background: Within Higher Education in the United Kingdom (UK), programme leaders are under increased pressure to be more productive and are expected to undertake a complex range of demanding activities. However, perceptions of the role through the lens of the programme leader have not been explored sufficiently. Clearly, a university’s ability to enhance and sustain improvement in programme delivery depends largely upon its ability to nurture and foster professional learning, most notably at a programme level. The need for a review of programme leader training and support was reinforced through the experience of facilitators at programme leader workshops at one Higher Education Institution in the UK. Critically, these workshops highlighted a need to review and enhance the preparation and on-going training and support available to programme leaders.Aim: The overall aim of this study was to explore the role of the programme leader, in order to gain an in-depth understanding of what the role involves and a detailed appreciation of the knowledge and skills required to discharge the role effectively and efficiently. Such insight would inform the review of the provision of initial and on-going training and support workshops for new and experienced programme leaders. Indeed, the ultimate aim was to drive improvements in programme leader performance.Method: A qualitative design was selected to allow the complexity of the programme leader role to be explored and captured. A purposeful sample (n = 25) was recruited from a range of newly appointed and experienced undergraduate and postgraduate programme leaders and associate deans with academic quality assurance and learning and teaching expertise across seven schools in one post-1992 university in England. In total, four semi-structured focus group interviews were conducted. A modified version of the data analysis method advocated by Chenitz and Swanson was employed to examine the data.Findings: Four dynamic, interrelated conceptual categories form the basis of the emergent findings. These are Operational Diversity, which addresses the different duties carried out by participants, highlighting certain tensions in their ability to meet the demands placed upon them; Interaction with Others, which identifies the diverse range of stakeholders that shape and impact on the multifaceted programme leader role and highlights the importance of collaborative working; Mechanisms of Support, which describes the training and personal development experience of the participants and the extent to which it matches their needs; and Required Knowledge and Skills, which considers the need for initial and on-going training to enable programme leaders to meet the demands of this role.Conclusion: Examination has revealed that within an ever-changing Higher Education sector in the UK, the role of a programme leader is not without challenge as most have to deal with complex academic, pastoral, moral, administrative and pragmatic decisions on a daily basis. Moving forward must involve bespoke preparation and on-going training and support. Specific emphasis should be placed on opportunities for self-reflection, debriefing and the sharing of experiences with peers. At the heart of on-going training and support should be the strategic engagement of students, professional staff and other key personnel from services offered across a university. 相似文献
997.
Sam Ayer and Catherine Smith of the School of Health at the University of Hull, England, present the findings of a market research project to identify consumer preferences for flexible education. The research con‐centrated on two major aspects of flexible education: access to learning and choices within courses. It explores what specific aspects of flexibility within education and training provision are most relevant to prospective students of flexible education and thus highlights potential market opportunities. 相似文献
998.
Mentoring is widely advocated as an educational experience for academically talented students because mentors may provide stimulation for academic growth and serve as positive role models for students in areas of career interest. This study examined the experiences of 72 talented teenagers attending a university-based summer mentorship program. Students completed pretest and posttest measures assessing self-concept and perceptions of research aptitude; they also shared their perceptions of their mentoring relationships in written journal entries. Results demonstrated increases in students' perceived research skills and job competence; students reported positive relationships with mentors, particularly when they felt that their mentor spent a great deal of time with them and was approachable, friendly, and engaging. 相似文献
999.
Roger W. Morrell Denise C. Park Christopher B. Mayhorn Catherine L. Kelley 《Educational gerontology》2013,39(3):221-235
This study focused on how to train older adults to perform computer procedures. Young-old (aged 60 74 years) and old-old (aged 75 years and older) adults were instructed on how to use ELDERCOMM , an electronic bulletin board system using one of two types of text-based instructions. The first set of directions consisted of illustrated, step-by-step instructions (simple condition). The second set of directions included the same step-by-step instructions as in the first set, but explanatory information about how the bulletin board system worked was added before the 相似文献
1000.
Catherine D. Bruce Tara Flynn Shelley Stagg-Peterson 《Educational Action Research》2013,21(4):433-452
The purpose of this paper is to report on the nature of collaboration in a multi-year, large-scale collaborative action research project in which a teachers’ federation (in Ontario, Canada), university researchers and teachers partnered to investigate teacher-selected topics for inquiry. Over two years, 14 case studies were generated involving six university researchers and 61 teacher researchers. As teacher researchers collected their topic-specific data, university researchers worked in parallel on case studies at the 14 sites in an attempt to gain insights into the types and value of collaboration in collaborative action research. University researchers gathered 20–30 points of data for each case-study site (including teacher researcher final reports as well as journal entries, focus group interviews, field notes, video footage and questionnaires). Through comprehensive cross-case analysis, researchers were able to examine common traits as well as relationships between the nature of the teams, the nature of the projects and their relative success, to highlight conditions that led to robust collaborations. Through pattern matching, hypothesised events were compared with observations to test the claim that a triad of relationships between the team, the team lead and the researchers functioned as a positive collaborative force that propelled teacher team success in a generative ethos, even when faced with substantial challenges. 相似文献