全文获取类型
收费全文 | 181篇 |
免费 | 4篇 |
专业分类
教育 | 129篇 |
科学研究 | 12篇 |
各国文化 | 11篇 |
体育 | 10篇 |
文化理论 | 2篇 |
信息传播 | 21篇 |
出版年
2024年 | 1篇 |
2022年 | 5篇 |
2021年 | 4篇 |
2020年 | 9篇 |
2019年 | 6篇 |
2018年 | 10篇 |
2017年 | 11篇 |
2016年 | 7篇 |
2015年 | 9篇 |
2014年 | 12篇 |
2013年 | 48篇 |
2012年 | 12篇 |
2011年 | 5篇 |
2010年 | 7篇 |
2009年 | 7篇 |
2008年 | 2篇 |
2007年 | 3篇 |
2006年 | 6篇 |
2005年 | 3篇 |
2003年 | 4篇 |
2002年 | 1篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
排序方式: 共有185条查询结果,搜索用时 15 毫秒
21.
Sunyoung Park Ingu Kang Taryn R. Valencic Yonjoo Cho 《Action Learning: Research and Practice》2013,10(1):4-24
The purpose of this study was to examine the contexts in which action learning has been used and provide implications for the design of action learning programmes. We performed a content analysis of 127 articles (case studies and case reports included) published in Action Learning: Research and Practice between 2004 and 2012. In this study, we address the following research questions: (a) In what contexts has action learning been used? (b) What are the distinctive features of cases identified? (c) What are the implications for the design of action learning programmes? The results showed that the UK and European countries have most frequently used action learning, and the most dominant purposes for action learning were leadership development, organization development, and professional development. We also elaborated on design considerations and implications for action learning research and practice. 相似文献
22.
This study is to examine the impact of organizational learning on affective commitment in Korea. In particular, this study addressed the importance of organizational learning as an HRD strategy from the socio-cognitive perspective. Data were collected from four large companies located in the area of Seoul, South Korea. There were 233 usable questionnaires yielding a response rate of 61 %. Multiple regression analysis and principal factor analyses were applied to conduct a data analysis. The results showed that a linear relationship existed between the organizational learning capacity and affective commitment (R 2 = .495). Four dimensions were statistically significant with the exception of “feedback.” Participative decision-making is the most important factor. Finally, the study discussed some implications for HRD theory and practice. 相似文献
23.
Melanie Henry Peter Cho Phyllis Dupuis 《Community College Journal of Research & Practice》2013,37(3):220-234
This article provides a pre- and post-Katrina snapshot of issues in the human resource arena with emphasis on resilience, persistence, and the overwhelming need for effective planning. 相似文献
24.
Mika Mikyung Cho 《Community College Journal of Research & Practice》2013,37(6):557-567
This study documents trends and issues pertaining to articulation and transferabil‐ity of students in art programs at community colleges in Illinois to 4‐year institutions. There has been a discernible lack of consensus and data regarding the current state of articulation in art, both institution‐specific and statewide. Many problems arise when art students attempt to transfer from community colleges to 4‐year institutions. A survey was conducted among selected art faculty at Illinois community colleges to seek relevant information. The findings of this study may direct collaboration between community colleges and 4‐year institutions for purposes such as facilitating transfer and articulation in art. 相似文献
25.
Daniel Cho 《Teaching Education》2013,24(2):103-115
In this paper, the author discusses pedagogy and strategy within the current climate set by the “War on Terror”. Deploying Lacanian psychoanalysis in a critique of standardized knowledge, the author develops a theory of “abject pedagogy” that seeks to subvert the current “regimes of truth” while providing educators with a viable pedagogy during this “state of emergency”. 相似文献
26.
Yonjoo Cho Sung Jun Jo Sunyoung Park Ingu Kang Zengguan Chen 《Performance Improvement Quarterly》2011,24(1):69-95
This study conducted a citation network analysis (CNA) of human performance technology (HPT) to examine its current state of the field. Previous reviews of the field have used traditional research methods, such as content analysis, survey, Delphi, and citation analysis. The distinctive features of CNA come from using a social network analysis approach to see relational and network patterns in the citation data. This CNA found that the Performance Improvement Quarterly network showed more widely but loosely connected and less centralized structural attributes than the human resource development network; the 10 most influential articles in the field were identified; frequently co‐cited articles were recognized as having a strong relationship by subsequent researchers; and five cohesive subgroups showed key topics in the field (performance, instructional design, performance support, organization/workplace, and transfer of training). Implications from the results of the CNA were elaborated on for future research in HPT. 相似文献
27.
The current study examined how teachers’ perfectionism (personal standards [PS] and concern over mistakes [COM]) relates to their achievement goals for teaching, instructional practices (creation of mastery vs. performance classroom goal structures), job satisfaction, and flow experience during teaching. The data were collected from teachers (N = 143; mean age = 43.5; 70% female; 100% European American) practicing in the Midwestern U.S. Path analyses indicated that teachers’ high personal standards predicted endorsement of mastery goals for teaching, creation of mastery goal structure emphasizing personal progress and learning, high job satisfaction, and frequent flow experience during teaching. On the contrary, teachers’ high concern over mistakes predicted endorsement of performance-approach and -avoidance goals, creation of classroom performance goal structure emphasizing competition among students, low job satisfaction, and infrequent flow experience during teaching. A significant interaction between PS and COM was found for fluency (subscale of flow) experience, indicating that PS can buffer the harmful effects of COM. Therefore, the study evidenced the benefits of PS and the drawbacks of COM. 相似文献
28.
Colby Hall Garrett J. Roberts Eunsoo Cho Lisa V. McCulley Megan Carroll Sharon Vaughn 《Educational Psychology Review》2017,29(4):763-794
This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades. 相似文献
29.
Afsaneh Sharif Ashley Welsh Jason Myers Brian Wilson Judy Chan Sunah Cho 《International Journal for Academic Development》2019,24(3):260-271
This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them. 相似文献
30.
Early Malnutrition and Child Neurobehavioral Development: Insights from the Study of Children of Diabetic Mothers 总被引:2,自引:0,他引:2
In this study we sought to discern whether disturbances in mothers' metabolism during pregnancy may exert long-range effects on the neurobehavioral development of the progeny. Participants were 139 Women with diabetes in pregnancy and their singleton offspring. Serial estimates of circulating maternal fuels were obtained for each pregnancy, along with detailed records of perinatal course and outcome. Offspring were administered the Wechsler Intelligence Scale for children—Revised (WISC-R) full-scale IQ scores below 70 in our cohort did not differ significantly from national estimates. Nonetheless, after statistically controlling for other influences, WISC-R verbal, performance, and full-scale IQ scores, and Bannatyne's indices of Verbal Conceptualization Ability, Acquired Knowledge, Spatial Ability, and Sequencing Ability were inversely correlated with measures, of maternal lipid and glucose metabolism in the second and third trimesters. KTEA Arithmetic scores were similarly correlated with measures of maternal lipids in the third trimester. All correlations indicate that poorer metabolic regulation was attended by poorer child performance. The effects of maternal metabolism on fetal brain and neurobehavioral development are discussed as potential intermediary factors. 相似文献