全文获取类型
收费全文 | 440篇 |
免费 | 8篇 |
专业分类
教育 | 375篇 |
科学研究 | 6篇 |
各国文化 | 4篇 |
体育 | 16篇 |
文化理论 | 3篇 |
信息传播 | 44篇 |
出版年
2023年 | 3篇 |
2022年 | 11篇 |
2021年 | 6篇 |
2020年 | 10篇 |
2019年 | 22篇 |
2018年 | 23篇 |
2017年 | 30篇 |
2016年 | 25篇 |
2015年 | 16篇 |
2014年 | 26篇 |
2013年 | 93篇 |
2012年 | 10篇 |
2011年 | 8篇 |
2010年 | 10篇 |
2009年 | 11篇 |
2008年 | 10篇 |
2007年 | 13篇 |
2006年 | 10篇 |
2005年 | 11篇 |
2004年 | 7篇 |
2003年 | 9篇 |
2002年 | 10篇 |
2001年 | 11篇 |
2000年 | 10篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1976年 | 1篇 |
排序方式: 共有448条查询结果,搜索用时 0 毫秒
41.
Dörrenbächer-Ulrich Laura Weißenfels Marie Russer Lea Perels Franziska 《Instructional Science》2021,49(1):137-163
Instructional Science - Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities. Therefore, it... 相似文献
42.
43.
44.
Denise D. Shaffer 《Early Childhood Education Journal》1988,15(3):16-19
Conclusion Longitudinal research on effective early childhood education programs has consistently demonstrated the importance of home-school
communication (Berger, 1981). Ernest Boyer has stated it simply yet profoundly: “Good homes make good schools.” Child care
programs must commit themselves to involving parents in their program with parent, child and staff acting as a unit (Yawkey
& Bakawa-Evenson, 1975). This can be done by building a relationship with families that begins well and continues to develop
in positive ways. Day care professionals can best enhance the development of children by planning programs which are responsive
to the needs of families.
Denise D. Shaffer is currently a granduate student in Early Childhood Education at Indiana University of Pennsylvania. She
has worked as a day care teacher, family day care coordinator, and early intervention specialist with a Head Start program.
She sincerely thanks Dr. Mary Renck Jalongo for her review of this article. 相似文献
45.
ABSTRACTThe teaching performance of higher education institutions is increasingly gauged by graduate employment outcomes. Measuring outcomes in full-time employment terms does not capture the complexities of underemployment, the rise of portfolio careers, the constraints of the labour market and graduate motivations for working arrangements that can allow greater flexibility and work-life balance. This study explores the career outcomes of Business and Creative Industries graduates using both traditional measures (full-time employment outcomes) and a suite of broader measures that examine career satisfaction, perceived employability, perceived career success, underemployment, and graduate motivations for seeking new roles. Findings confirm disciplinary differences in graduate experience, and raise some broad concerns about the quality of graduate employment, particularly given the lack of improvement in outcomes over time since course completion. Findings suggest graduates are optimistic about their career futures, despite unmet expectations – particularly on income. 相似文献
46.
To enhance employability and improve the career prospects of graduating students, this study explores the influence of practical experience on graduate employment outcomes in an Australian setting. To develop our understanding of the relative benefit of different forms of practical experience, the study evaluates the influence of both Work-Integrated Learning (WIL) and paid work in the final year of study on graduate employment and underemployment. Two samples are used, N?=?628 and N?=?237, to evaluate institutional data on practical experience combined with national data on graduate employment outcomes. Findings indicate that participating in WIL does not produce an increase in full-time employment rates. There is some evidence to suggest that it could lead to higher quality, relevant employment in both the short and long term. Paid employment during the final year of undergraduate study produced higher full-time employment rates, but had little effect on underemployment. Findings will help to inform stakeholders of the relative benefit of curricular and extra-curricular work experience and contribute to the dearth of empirical evidence on the value of activities designed to improve graduate employment prospects. This is particularly important given growth in the supply of graduates, concerns for credentialism, soft graduate labour markets and global economic weakening. 相似文献
47.
Meca?R.?WilliamsEmail author Denise?N.?Brewley R.?Judith?Reed Dorothy?Y.?White Rachel?T.?Davis-Haley 《The Urban Review》2005,37(3):181-199
This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White
Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial
support that helped them to navigate through their graduate level work. Common themes of identity, community service missions,
and empowerment provides a thread that ties the student’s narratives together. We close by offering some suggestions for further
research on the Black graduate experience and mentoring Black graduate students.
Meca R. Williams, Denise N. Brewley, R. Judith Reed and Dorothy Y. White are affiliated with University of Georgia. Rachel
T. Davis-Haley is affiliated with University of New Orleans. 相似文献
48.
49.
Denise Leite Cláudia S. Sarrico Cecília Loréa Leite Marlis Polidori 《Assessment & Evaluation in Higher Education》2006,31(6):625-638
There are many studies about the experiences of higher education students, but few analyse their representations of the governance and the management of their institutions. Our study will describe, analyse and compare students' representations of institutional evaluation at three institutions in Portugal and Brazil. Our results, based on an open questionnaire which sought to collect students' views on institutional evaluation, show that students' views are neither homogeneous nor do they simply reproduce the dominant external perspectives on the subject. A significant amount of students thought that evaluation is a legitimate exercise, resulting from a political decision, which is useful to improve the quality of universities and the relationship between students and academic staff. Some students also recognize that evaluation will lead to institutional comparisons, functioning as a mechanism of control, regulation, monitoring, and possibly of standardization. It is also noted to be ‘an impossibility’, since it can never comprehend the existing diversity of institutional performance. 相似文献
50.
Anna Wilson Susan Howitt Denise Higgins 《Assessment & Evaluation in Higher Education》2016,41(6):901-916
We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We describe an empirical study involving the implementation of reflective blogs in which science students responded to prompt questions designed to focus their attention on how their project was progressing, the process of research and their own learning. The blogs reveal examples of students engaging in independent thinking, creative thinking and developing a sense of themselves as scientists, all qualities valued by supervisors. They also show how these combine as ‘wicked competences’ that allow students to address the complex problems and uncertainties of research. We identify characteristic patterns of reflection that indicate the exercise of such competences and suggest that these could be used as explicit evidence by academics making judgements for assessment purposes. 相似文献