全文获取类型
收费全文 | 898篇 |
免费 | 22篇 |
国内免费 | 1篇 |
专业分类
教育 | 756篇 |
科学研究 | 13篇 |
各国文化 | 7篇 |
体育 | 41篇 |
文化理论 | 6篇 |
信息传播 | 98篇 |
出版年
2022年 | 8篇 |
2021年 | 9篇 |
2020年 | 13篇 |
2019年 | 20篇 |
2018年 | 21篇 |
2017年 | 28篇 |
2016年 | 38篇 |
2015年 | 16篇 |
2014年 | 30篇 |
2013年 | 225篇 |
2012年 | 30篇 |
2011年 | 24篇 |
2010年 | 28篇 |
2009年 | 33篇 |
2008年 | 30篇 |
2007年 | 24篇 |
2006年 | 21篇 |
2005年 | 20篇 |
2004年 | 15篇 |
2003年 | 21篇 |
2002年 | 26篇 |
2001年 | 17篇 |
2000年 | 13篇 |
1999年 | 14篇 |
1998年 | 8篇 |
1997年 | 9篇 |
1996年 | 14篇 |
1995年 | 12篇 |
1994年 | 11篇 |
1993年 | 13篇 |
1992年 | 11篇 |
1991年 | 15篇 |
1990年 | 8篇 |
1989年 | 7篇 |
1988年 | 7篇 |
1987年 | 3篇 |
1986年 | 7篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1983年 | 8篇 |
1982年 | 2篇 |
1981年 | 6篇 |
1980年 | 5篇 |
1979年 | 8篇 |
1978年 | 2篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 5篇 |
1974年 | 5篇 |
1973年 | 2篇 |
排序方式: 共有921条查询结果,搜索用时 15 毫秒
81.
David A. Walker Portia M. Downey Diane Kuehl 《Community College Journal of Research & Practice》2013,37(12):959-969
Using a teacher recruitment and preparation model, a unique partnership between PK–12 schools, a community college, and a university is examined. The focus is on the training and credentialing of future educators, particularly from underrepresented backgrounds, in an efficient and quality manner to assist in meeting the current PK–12 teacher shortage. Data indicate that the partnership is progressing towards, or has met, its targets in addressing said shortage. 相似文献
82.
Diane M. Campbell 《Equity & Excellence in Education》2013,46(2):167-173
This article discusses the application of Universal Instructional Design principles to the field of assistive technology in higher education. The author makes suggestions for the use of assistive technology with attention to particular student learning styles. Ideas for ways to upgrade computer laboratory facilities are provided for administrators and faculty at institutions of higher learning. 相似文献
83.
Oscar T. Lenning Gary R. Hanson 《Community College Journal of Research & Practice》2013,37(3):271-287
Abstract Adults constitute a continually increasing proportion of students at two-year colleges. While adult students presumably have special needs, little is known about them. This study focused on the characteristics and needs of 17,137 students enrolled in 100 randomly selected two-year colleges across the country, separately for different age levels. Using a wide variety of variables collected at entrance, after one term, at graduation, and three years after graduation, differences by sex among the following four age groups were ascertained: age 19 or younger, 20–24, 25–39, and 40 or older. Major trends with age, differences among age groups, and interactions between age and sex were found for a number of variables: abilities, grades, attrition, self-perceptions, aspirations and goals, competencies, job values and preferences, satisfaction with and rating of various aspects of the college, expressed needs for help, extracurricular participation, outside work during school, postgraduate jobs obtained and how obtained, job satisfaction, percent going to and graduating from four-year programs, and preference for entering a two-year program if they had to do it all over again. Adult students do have many special needs that vary with age level. We think a repeat of the study but comparing across other groupings of adults would be desirable, even though extreme diversity also exists within such groups. Another consideration is that many new kinds of adult students will in the future be entering postsecondary education in large numbers. 相似文献
84.
This article describes an assessment of writing skills (writing sample, objective test, and self‐assessment) made by one community college. Information was gathered to design an entry‐level assessment procedure for placement in English composition and developmental writing courses. Comparing the three approaches, each of which measured different aspects of writing ability, showed that the best predictor of grade in an English composition course was the objective test. However, the statistical results of the study form only one component of an entry‐level assessment program. It may be that a writing sample is needed as part of entry‐level assessment because it points out the value of writing skill in attempting college‐credit courses. 相似文献
85.
Diane S. Shammas 《Community College Journal of Research & Practice》2013,37(3-4):283-308
Apart from the widescale media attention that Arabs and Muslims have received in the United States and abroad since 9/11, these two target populations have been largely unexamined at both the two-year and four-year college levels. This study represents a pioneering effort in investigating whether the post-9/11 backlash against Arabs and Muslims has penetrated community college campuses, focusing upon the inter-relationships among the level of perceived discrimination, the degree of diversity of Arab and Muslim students' campus friendships, and their sense of belonging to the college. Two conflict theories are advanced to explain why perceived discrimination might promote ethnic and religious clustering among Arab and Muslim community college students. The study employs a mixed methods design consisting of a 92-item survey and three focus groups. The survey sample consists of 753 Arab Christian, Arab Muslim, and non-Arab Muslim students from 21 community colleges in Southern California and Southeast Michigan. The primary finding was that there was a modest but positive relationship between the level of perceived discrimination and the percentage of campus friends who are of the same ethnicity but different religion. Student focus groups furnished insight into some students' reluctance to report discrimination in surveys. The implications of the study are to develop sensitive measures of the campus climate that draw out more subtle forms of discrimination. Also desirable would be to expand upon the existing research on the denial or minimization of personal discrimination. 相似文献
86.
Compared to parametric models, nonparametric and semiparametric approaches to modeling nonlinearity between latent variables have the advantage of recovering global relationships of unknown functional form. Bauer (2005) proposed an indirect application of finite mixtures of structural equation models where latent components are estimated in the service of more flexibly recovering characteristics of the latent aggregate regression function. This article develops and evaluates delta method and parametric bootstrap approaches for obtaining approximate confidence intervals for Bauer's semiparametric approach to modeling latent nonlinear functions. Coverage rates of these approximate point-wise confidence intervals or nonsimultaneous confidence bands are evaluated by Monte Carlo and recommendations for their use are suggested. 相似文献
87.
88.
Charlotte Diffendale Diane M. Horm‐Wingerd David A. Caruso Virginia Nardone 《Journal of Early Childhood Teacher Education》2013,34(1):77-87
This article describes the independent study project of a student who was a graduate assistant in a child development laboratory preschool when Hurricanes Katrina and Rita struck the Gulf Coast area. Through her experiences with “Project Katrina” she deepens her understanding of developmentally appropriate practices as she learns firsthand about the project approach and writing an article for publication in a professional journal. 相似文献
89.
90.
Teacher education programs are being encouraged to collaborate with K‐12 partners to develop and implement contextually rich field experiences that integrate methods course instruction with public school practices. As a result, we outline four models of integrating methods instruction and field experiences and raise the question “How does the classroom and school context of the field experience influence what prospective teachers learned in the methods courses?” This study examines the way two different cohorts of prospective elementary teachers who learned to teach in two different contexts define their own social studies pedagogical content knowledge. The students' espoused philosophies of education offer insight into how different models of integrated field experiences may impact on their beliefs about social studies teaching. Through this study we raise questions that should be considered in constructing methods courses linked to field experiences and suggest Bronfenbrenner's model as a tool for looking at these contextual influences. 相似文献