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41.
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Zheng Ye Yang Susan G. Goodwin Doug Hahn 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2019,28(5):151-173
AbstractThe object of this study is to assess Texas A&M University (TAMU) students/faculty/staff members’ use and awareness of the Libraries’ free document delivery and interlibrary loan service, branded as “Get It For Me.” Since 2010, we have continued to see a decline in new user registrations each year. Previous Get It For Me user surveys conducted in 2003 and 2011 indicated that the overall satisfaction of registered users was high and customer feedback gleaned from these surveys was used to initiate a number of service improvements. But what about the large percentage of the campus community who do not use the Get It For Me service? Are they aware of what this service has to offer? If so, why might they choose not to use it? If they are not aware of the service, might they use it if they knew more about how it can assist them in their scholarly endeavors? Instead of only surveying those customers who have used this service, we invited everyone on TAMU College Station campus to participate in the survey. Promoting the service is a vital component of service delivery. 相似文献
43.
This article characterizes “engagement in science learning” from a sociocultural perspective and offers a mixed method approach to measuring engagement that combines critical discourse analysis (CDA) and social network analysis (SNA). Conceptualizing engagement from a sociocultural perspective, the article discusses the advantages of a mixed methodological approach, and specifically how mixed methods can expand and enrich our understanding of engagement in certain science learning situations. Through this sociocultural viewpoint, engagement is defined as meaningful changes in disciplinary discourse practice, which captures the dialectical relationship between the individual and collective. The combined use of CDA and SNA integrates an individual's relative position in a group with her situated language use. 相似文献
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In most mathematics textbooks, each set of practice problems is comprised almost entirely of problems corresponding to the
immediately previous lesson. By contrast, in a small number of textbooks, the practice problems are systematically shuffled
so that each practice set includes a variety of problems drawn from many previous lessons. The standard and shuffled formats
differ in two critical ways, and each was the focus of an experiment reported here. In Experiment 1, college students learned
to solve one kind of problem, and subsequent practice problems were either massed in a single session (as in the standard
format) or spaced across multiple sessions (as in the shuffled format). When tested 1 week later, performance was much greater
after spaced practice. In Experiment 2, students first learned to solve multiple types of problems, and practice problems
were either blocked by type (as in the standard format) or randomly mixed (as in the shuffled format). When tested 1 week
later, performance was vastly superior after mixed practice. Thus, the results of both experiments favored the shuffled format
over the standard format. 相似文献
46.
Sara M. Brice Kevin F. Ness Doug Rosemond 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):174-184
The purpose of this study was to investigate the relationship between the cable force and linear hammer speed in the hammer throw and to identify how the magnitude and direction of the cable force affects the fluctuations in linear hammer speed. Five male (height: 1.88 ± 0.06 m; body mass: 106.23 ± 4.83 kg) and five female (height: 1.69 ± 0.05 m; body mass: 101.60 ± 20.92 kg) throwers participated and were required to perform 10 throws each. The hammer's linear velocity and the cable force and its tangential component were calculated via hammer head positional data. As expected, a strong correlation was observed between decreases in the linear hammer speed and decreases in the cable force (normalised for hammer weight). A strong correlation was also found to exist between the angle by which the cable force lags the radius of rotation at its maximum (when tangential force is at its most negative) and the size of the decreases in hammer speed. These findings indicate that the most effective way to minimise the effect of the negative tangential force is to reduce the size of the lag angle. 相似文献
47.
The issue at a glance 相似文献
48.
Research in Science Education - This article addresses two gaps in the literature related to science department chairs: the axiological relationship between the chair and science, the subject, and... 相似文献
49.
Social Networking as an Admission Tool: A Case Study in Success 总被引:1,自引:1,他引:0
Thomas J. Hayes PhD Doug Ruschman Mary M. Walker PhD 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):109-124
The concept of social networking, the focus of this article, targets the development of online communities in higher education, and in particular, as part of the admission process. A successful case study of a university is presented on how one university has used this tool to compete for students. A discussion including suggestions on how to enhance the success of this tool in your recruitment process is also provided. 相似文献
50.
Doug Hamman DeAnn Lechtenberger Nora Griffin-Shirley Li Zhou 《The Teacher Educator》2013,48(4):244-256
Preparation of new teachers to work effectively in inclusion settings has not kept pace with demands created by recent reforms. General-education candidates typically receive limited exposure to inclusion strategies at the preservice level, and often their only meaningful preparation comes in the practicum setting. The purpose of this article was to examine the manner in which characteristics of cooperating teachers and the practicum settings affected efficacy for teaching students with disabilities. General-education student teachers responded to questionnaires about their collaboration with cooperating teachers, the focus on inclusion instruction in their practicum setting, and their efficacy for providing inclusion instruction. Results from a structural equation model indicated that efficacy is predicted both by focus and by collaboration with the cooperating teacher. Discussion focuses on implications for teacher preparation and directions for future research. 相似文献