全文获取类型
收费全文 | 447篇 |
免费 | 10篇 |
专业分类
教育 | 352篇 |
科学研究 | 20篇 |
各国文化 | 5篇 |
体育 | 19篇 |
文化理论 | 4篇 |
信息传播 | 57篇 |
出版年
2024年 | 1篇 |
2023年 | 2篇 |
2022年 | 9篇 |
2021年 | 9篇 |
2020年 | 12篇 |
2019年 | 24篇 |
2018年 | 21篇 |
2017年 | 17篇 |
2016年 | 24篇 |
2015年 | 19篇 |
2014年 | 21篇 |
2013年 | 76篇 |
2012年 | 20篇 |
2011年 | 13篇 |
2010年 | 15篇 |
2009年 | 18篇 |
2008年 | 17篇 |
2007年 | 12篇 |
2006年 | 8篇 |
2005年 | 12篇 |
2004年 | 12篇 |
2003年 | 6篇 |
2002年 | 7篇 |
2001年 | 3篇 |
2000年 | 6篇 |
1999年 | 3篇 |
1998年 | 6篇 |
1997年 | 5篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1994年 | 6篇 |
1993年 | 7篇 |
1992年 | 3篇 |
1991年 | 4篇 |
1990年 | 6篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 4篇 |
1976年 | 1篇 |
1963年 | 1篇 |
1960年 | 1篇 |
排序方式: 共有457条查询结果,搜索用时 10 毫秒
141.
Joe Brennan Robert Brodnick Diana Pinckley 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):169-188
College rankings present challenges and opportunities for higher education marketers. Statistical analysis of data on the national universities reveals which measures are associated with peer assessment scores, whether it is possible to influence the score, and what underlying factors are present. Marketers can use the findings to counsel senior leaders and position their institutions more effectively with key constituencies. 相似文献
142.
The role of the university in society and the economy is evolving. Universities produce knowledge that promotes technological developments, which are, in turn, critical to economic growth and competitiveness in the global economy. Therefore, it is increasingly expected that universities become more entrepreneurial and assume this third mission in order to promote innovation and development through the provision of technologies and business ventures. Drawing on data collected for The Changing Academic Profession Project – a comparative survey of the academic profession carried out in 19 countries from all over the world – this article explores Portuguese academic entrepreneurship engagement based on the involvement in the process of technology transfer as an activity performed in the context of research activities. It thus aims to contribute to knowledge about academics’ engagement in entrepreneurial activity. Results from this study suggest that Portuguese academics are fairly involved in entrepreneurial activities and that there is an overall positive attitude towards application of research to real problems. Furthermore, it was possible to see that academics involved in processes of technology transfer are not only focused on activities such as research but also service to the outside community. However, when comparing academics involved and not involved in entrepreneurial activities, several significant differences are found in their attitudes, perceptions and behaviours. 相似文献
143.
This study empirically investigates the impact of foreign country factors like market size, technological strength of industries, and science and engineering (S&E) capability on the conduct of U.S. overseas R&D during the 1991-2002 period. We find that overseas markets primarily predict the entry of U.S. R&D, while the S&E capability of nations is strongly correlated with the post-entry intensity of U.S. foreign subsidiaries’ innovative activity. We also find important inter-industry differences: U.S. electrical, electronics, computer, and telecommunication industries are strongly drawn towards overseas S&E capacity; industries including Machinery, Automobiles, and Transport equipment are primarily attracted by the technological strength of foreign industry; U.S. R&D in Chemicals mostly follows overseas markets. We discuss the implications of our results to the global organization of innovative activity and innovation policy. 相似文献
144.
Renée Stalmeijer Jill Whittingham Willem de Grave Diana Dolmans 《Assessment & Evaluation in Higher Education》2016,41(1):53-66
Student evaluation committees play a crucial role in internal quality assurance processes as representatives of the student body. However, the students on these committees sometimes experience difficulty in providing constructive and structured feedback to faculty in an environment characterised by a strong power differential between student and staff. This study aimed to evaluate a leadership and quality assurance training implemented for students involved in internal quality assurance. Furthermore, we explored how students give shape to their internal quality assurance role. Students from three health sciences programmes participated in a mixed methods study to evaluate the training and reflect on their internal quality assurance role. Overall, the students were very enthusiastic about the training. Qualitative data analysis indicated that in their internal quality assurance role, students: (1) harnessed the power of the entire student population; (2) tried to create focus and take charge; (3) searched for a common ground with staff, and (4) they explained how they dealt with the power differential. Providing training for students with internal quality assurance roles is a valuable endeavour. Future research needs to investigate further ways to help students to contribute to internal quality assurance processes in higher education. 相似文献
145.
146.
Training for interprofessional collaboration is important because professionals are increasingly required to work together in a coordinated and collaborative manner to meet the complex needs of clients. However, few published reports exist on interprofessional training for community counselors and marriage and family therapists. The authors discuss the use of a mock interdisciplinary staffing with students who are training to be counselors and marriage and family therapists. This method of instruction holds promise as an effective means of introducing students to a range of issues, including the knowledge, skills, and attitudes needed for interprofessional practice. 相似文献
147.
This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed. 相似文献
148.
Chemistry instructors in teaching laboratories provide expert modeling of techniques and cognitive processes and provide assistance to enrolled students that may be described as scaffolding interaction. Such student support is particularly essential in laboratories taught with an inquiry-based curriculum. In a teaching laboratory with a high instructor-to-student ratio, mobile devices can provide a platform for expert modeling and scaffolding during the laboratory sessions. This research study provides data collected on the effectiveness of podcasts delivered as needed in a first-semester general chemistry laboratory setting. Podcasts with audio and visual tracks covering essential laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones® or iPod touches®. Research focused in three areas: the extent of podcast usage, the numbers and types of interactions between instructors and student laboratory teams, and student performance on graded assignments. Data analysis indicates that on average the podcast treatment laboratory teams accessed a podcast 2.86 times during the laboratory period during each week that podcasts were available. Comparison of interaction data for the lecture treatment laboratory teams and podcast treatment laboratory teams reveals that scaffolding interactions with instructors were statistically significantly fewer for teams that had podcast access rather than a pre-laboratory lecture. The implication of the results is that student laboratory teams were able to gather laboratory information more effectively when it was presented in an on-demand podcast format than in a pre-laboratory lecture format. Finally, statistical analysis of data on student performance on graded assignments indicates no significant differences between outcome measures for the treatment groups when compared as cohorts. The only statistically significant difference is between students who demonstrated a high level of class participation in the concurrent general chemistry lecture course; for this sub-group the students in the podcast treatment group earned a course average that was statistically significantly higher than those in the lecture treatment group. 相似文献
149.
Diana Fowles 《English in Education》2009,43(1):50-67
In a re-marking exercise to investigate the reliability of marking in GCSE English examinations, the Principal Examiners' marks were adopted as 'true' marks for comparison with the actual or 'live' marks that had been awarded by the appointed examiners. A variety of approaches to investigating mark/re-mark reliability collectively led to the conclusion that marking reliability was particularly strong in the Higher tier of the specification that differentiates by outcome. 相似文献
150.
Diana Leyva Christina Weiland Anna Shapiro Gloria Yeomans-Maldonado Angela Febles 《Child development》2022,93(2):451-467
Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (Mage = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners’ outcomes in the United States. There were moderate-to-large impacts on child vocabulary (especially food-related) at end-of-treatment and the 5-month follow-up, and suggestive evidence of moderate impacts on approaches to learning (ATL; including ATL math) and executive function at the 5-month follow-up (d = .38–.95). There were no statistically significant impacts on children's math or literacy skills. A strengths-based, culturally responsive family intervention that is integrated into Latino family life can improve the skills needed to succeed in school. 相似文献