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991.
Barbara E. Moely Silvia S. Hart Kevin Santulli Linda Leal Terry Johnson Nirmala Rao 《教育心理学家》2013,48(1-2):55-71
Research on teachers' efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children's learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers' views of memory processes is summarized in this article, and implications for teacher training are discussed. 相似文献
992.
Virginia P. Richmond James C. McCroskey Aaron D. Johnson 《Communication quarterly》2013,61(4):504-517
In recent years nonverbal immediacy has received considerable attention from researchers concerned with instructional communication, interpersonal communication, and organizational communication. Unfortunately, the instruments used to measure nonverbal immediacy in these contexts sometimes have been problematic in terms of their reliability estimates. This research attempted to overcome this problem, or failing that, to identify the cause(s) of the reduced reliability. The research resulted in a scale with high reliability when used as either a self‐report or an other‐report measure. It was also found to be equally reliable across the contexts of instructional, interpersonal, and organizational communication. Content validity of the scale is good and an initial test of predictive validity produced a high validity correlation. Unexpected sex differences were observed in the results and these are discussed in this report. 相似文献
993.
Policy documents informing the profession of teaching in Australia and elsewhere explicitly recommend nurturing those new to the profession working collaboratively with colleagues. Key to the development and growth of beginning teachers is the informal exchange of ideas and knowledge between colleagues – essentially through the functioning of a community of practice. In practice there are beginning teachers who do not experience productive professional collaborations. In this article we use positioning theory and discourse analysis as a methodological “hearing aid” to listen to the story of a beginning teacher, a global English speaker, as she tells of her personal experiences of being excluded by her colleagues as she begins teaching at her first school. Speakers of global English are defined, for this research, as those for whom English is not their first language but may be one of many spoken languages. This story reflects similar accounts gathered during a larger research study conducted by the authors that focused on the early career experiences of global English speaking teachers. We conclude with suggestions for ways forward through awareness and practical reforms. 相似文献
994.
Jaye Johnson Thiel 《Teaching Education》2013,24(3):292-301
In this article, I theorize a specific pedagogical moment as a teacher educator by taking up a particular aspect of phenomenological philosophy – the phenomenological reduction – and a particular conception of pedagogy informed by Bourdieu’s philosophies – nomos and habitus – in order to put them in closer dialog with one another. I also bring the theoretical and conceptual work of other critical and poststructural thinkers – hooks and Boler – to bear on a nagging pedagogical concern I experienced as a teacher educator when one of my students made me painfully aware of something I had missed, creating a landscape for how each may be imagined as not only exercises of teaching but as larger commitments to practice and theory, relationship with learners, as well as relationship with self. This concern became a phenomenological pedagogical moment of self-discovery and defined possibility in the classroom where I learned to shift and suspend pedagogical practices and step back to take a moment to see what had yet to be noticed, a time in which I chose to eat a naked lunch. 相似文献
995.
Robert R. Johnson 《Technical Communication Quarterly》2013,22(2):195-212
Human factors Is an important discipline for technical communicators to explore, but an examination of its historical bias toward the technological system and away from the user should be part of this exploration if we are to effectively use human factors methods in print and on‐line document development. Beginning with the advent of formal human factors in the early twentieth century, this essay reviews moments in the history of human factors that are especially relevant to technical communicators. The essay concludes with a discussion of human factors research that is most applicable to technical communications, specifically qualitative usability research, minimalism, and human activity interface design. 相似文献
996.
Robert R. Johnson 《Technical Communication Quarterly》2013,22(4):335-351
Where do words go to live when they become meaningless? —Anonymous Men of the world who value the Way all turn to books. But books are nothing more than words. Words have value; what is of value in words is meaning. —Zhuangzi (as quoted in Mao) For questioning is the piety of thought. —Heidegger in The Question ConcerningTechnology and Other Essays This essay argues that user centeredness has become ubiquitous and is in danger of being rendered meaningless. To address this problem, a meditative essay theorizes user centeredness by examining a base term—use—as defined through the ancient concepts of techne and the four causes of making. It concludes that user-centered design should employ the causes in order to avoid inversions during the development of all things technological. 相似文献
997.
Lindsay Clare Matsumura Helen E. Garnier Sharon Cadman Slater Melissa D. Boston 《Educational Assessment》2013,18(4):267-300
This study explores two approaches to directly measuring the quality of instruction: teachers' assignments with student work and focused lesson observations. The technical quality and potential feasibility of these approaches for measuring instruction in large numbers of classrooms are compared within two different content areas (reading comprehension and mathematics). Generalizability and decision studies determined the optimal number of observations and assignments needed to obtain a reliable measure of a teacher's practice, and the association of these direct measures of instructional quality with student achievement was estimated. For both content areas, four assignments assessed by two raters yielded a reliable estimate of quality and as few as two observations yielded a reliable estimate of quality when teachers complied with the requirements of the research. The quality of observed instruction and teachers' assignments differentially predicted gains in students' achievement on the Stanford Achievement Test within each content area. The implications for measuring instruction “at-scale” in different content areas are discussed. 相似文献
998.
Marilynne Boyle-Baise Betty Bridgwaters Leslie Brinson Nancy Hiestand Beverly Johnson Pat Wilson 《Equity & Excellence in Education》2013,46(2):113-122
The Banneker History Project (BHP) reconstructed the history of the Benjamin Banneker School, which operated as a segregated school for African Americans from 1915 to 1951. It was a project in social justice education with community service as its base. Here, the authors provide an insider perspective of group dynamics among core leaders for the BHP. Building relationships, working for social justice, and confronting racism are key themes for the group. Leaders recall moments of discomfort, particularly related to issues of race and racism, and describe ways they worked through them. Based on their wisdom of practice, authors offer suggestions for those who might do similar work. 相似文献
999.
Angela D. Benson Scott D. Johnson Gail D. Taylor Tod Treat Olga N. Shinkareva John Duncan 《Community College Journal of Research & Practice》2013,37(5):369-394
ABSTRACT Community colleges are actively involved in distance-learning programs in Career and Technical Education (CTE). Over 76% of community colleges offer some form of distance learning in CTE. Over the years, only a few isolated studies have compared the effectiveness of distance CTE courses to traditional face-to-face courses. Typically, the findings of previous studies indicate no significant differences between the two methods. This study was designed to address the lack of systematic studies of this question. It also examines how student motivation and learning strategies differ for campus-based and online students. Finally, it investigates how online and campus-based courses differ in terms of course interaction, content organization, student support, and transactional distance (i.e., feelings of closeness to the instructor and the program). 相似文献
1000.
L. Jay Thornton Sharon Johnson 《Community College Journal of Research & Practice》2013,37(12):966-976
This paper describes the prevalence and characteristics of employee wellness programs in public community colleges accredited by the Southern Association of Colleges and Schools (SACS). A random sample of 250 public community colleges accredited by SACS was mailed a 46-item employee-wellness program survey. The survey solicited program information regarding funding, activities offered, program administration, participation rates, and incentives. The results indicated that the majority of the employee wellness program administrative bodies were either the health and physical education departments or wellness committees. The main coordinators of the wellness programs were either part-time directors within the institutions, wellness committees, or full-time directors within the institutions. Of the institutions surveyed, 27 out of 64 (42.2%) offered employee wellness programs. The findings indicate that the prevalence of employee wellness programs in public community colleges accredited by SACS is below previous research findings in community colleges and universities and do not meet the national health goals of employee health promotion prevalence set forth by the U.S. Department of Health and Human Services. 相似文献