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91.
Doug Pauley 《Community College Journal of Research & Practice》2013,37(1):5-15
Central Community College (CCC; Columbus, Nebraska) has taken the lead in several business, industry, and educational collaborations, beginning locally, then expanding statewide. This article shares two models that other community colleges may wish to replicate. The first describes the development of a collaborative team. The second shows that, by using the collaborative team approach, community colleges can generate substantial increases in both funding and full-time equivalents (a basis for community college funding inNebraska)while serving business andindustry.For example, since June 1998 CCC has generated nearly $1.4 million for its business and industry training programs. As a result of collaboration among CCC, the Nebraska Community College System, government agencies, and business and industry, the Statewide Interactive Multimedia Training Library was established. 相似文献
92.
Doug Ogilvie 《School Leadership & Management》2013,33(4):365-373
The specialist schools programme is currently seen by policy makers as a way of transforming the comprehensive education system, and meeting the local needs of parents for diversity and excellence. Insofar as this policy has an evidence-base this has been provided by studies showing higher levels of attainment among existing specialist schools. This article shows that if these advantages occur then there is a danger that they do so at a cost in terms of inclusion. The existing specialist schools have also shown a greater tendency to take proportionately fewer children from poor families over time, especially where these schools are also their own admission authorities. If this trend continues it will exacerbate the pre-existing social and economic segregation in the education system. The article ends by considering some of the implications for school organisation. 相似文献
93.
College Students’ Perceptions About the Plausibility of Human-Induced Climate Change 总被引:2,自引:0,他引:2
Overcoming students’ misconceptions may be a challenge when teaching about phenomena such as climate change. Students tend
to cite short-term weather effects as evidence to support or refute long-term climate transformations, which displays a fundamental
misunderstanding about weather and climate distinctions. Confusion about weather and climate may also reflect student misunderstanding
about deep time, a concept that spans several scientific content areas. This study examines the relationships between students’
understanding of deep time and their understandings of the distinctions between weather and climate, as well as how these
understandings influence students’ perceptions about the plausibility of human-induced global climate change. Undergraduate
students enrolled in an introductory science class on global climate change completed measures of their (a) understanding
of distinctions between weather and climate, (b) knowledge of deep time, and (c) plausibility perceptions of human-induced
climate change, both at the beginning and end of the course. The study includes comparison groups of similar students enrolled
in introductory physical geography classes. Results revealed that greater knowledge of deep time and increased plausibility
perceptions of human-induced climate change provide significant explanation of variance in students’ understanding of weather
and climate distinctions. Furthermore, students achieve significantly increased understanding of weather and climate, even
with brief instruction. 相似文献
94.
Craig S. Galbraith Gregory B. Merrill Doug M. Kline 《Research in higher education》2012,53(3):353-374
In this study we investigate the underlying relational structure between student evaluations of teaching effectiveness (SETEs)
and achievement of student learning outcomes in 116 business related courses. Utilizing traditional statistical techniques,
a neural network analysis and a Bayesian data reduction and classification algorithm, we find little or no support for the
validity of SETEs as a general indicator of teaching effectiveness or student learning. In fact, the underlying structure
appears to be non-linear and possibly negatively bimodal where the most effective instructors are within the middle percentiles
of student course ratings, while instructors receiving ratings in the top quintile or the bottom quintile are associated with
significantly lower levels of student achievement. 相似文献
95.
Doug Leigh 《Performance Improvement Quarterly》2014,27(2):7-34
Kaufman ( 2006a , 2011 ) defines Ideal Visions as measurable statements of the kind of world an organization, as well as its associates and external stakeholders, commits to help create for the future. This study investigated the relationships among several research‐supported variables regarding personality aspects and individual characteristics with indicators of individuals’ motivation to achieve goals aimed at adding value to external clients and society. Indicators of generative beliefs, values, individual differences, and commitment to an Ideal Vision were examined in this study. Generativity (the concern in establishing and guiding the next generation), membership and activity in a formal civic organization, and gender, each demonstrated a statistically significant relationship with commitment to an Ideal Vision. In addition, various values were ranked differentially by those with relatively high versus low commitment to an Ideal Vision. A discussion of how these variables warrant the ongoing investigation into these variables is provided. 相似文献
96.
Doug Kiker 《期刊图书馆员》2013,64(3-4):265-267
A group of eleven public university libraries, comprising the Council of State University Libraries consortium, created an experimental archive to retain one print copy of online journals for use of consortium members. The article addresses the initial concerns, development of the project, methods used, and concerns for the future. The article raises the question of whether libraries need to archive print backups for online materials as well as who should do the archiving and to what extent. 相似文献
97.
98.
Sarah R. Powell Lynn S. Fuchs Doug Fuchs 《Learning disabilities research & practice》2013,28(1):38-48
The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K‐12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by definition, struggle with mathematical skills. We suggest that instruction centered on the Common Core will be challenging and may lead to problematic outcomes for this population. We propose that working on foundational skills related to the Common Core standards is a necessary component of mathematics instruction for students with MD, and we provide teachers with a framework for working on foundational skills concurrent with the Common Core standards. We caution, however, that implementation of the Common Core is in its infancy, and the implications of the Common Core for students with MD need to be monitored carefully. 相似文献
99.
100.
Doug Marston Paul Muyskens Matthew Lau Andrea Canter 《Learning disabilities research & practice》2003,18(3):187-200
The problem‐solving model (PSM) is used in the Minneapolis Public Schools to guide decisions regarding: (1) interventions in general education, (2) referral to special education, and (3) evaluation for special education eligibility for high‐incidence disability areas. District implementation was driven by four themes: the appropriateness of intelligence tests and the IQ‐achievement discrepancy for determination of eligibility, bias in assessment, allocation of school psychologist time, and linking assessment to instruction through curriculum‐based measurement. This article describes how the PSM was designed as a three‐stage process to measure response to intervention and used in the special education eligibility process. Program evaluation data collected since initial implementation in 1994 is reported in the areas of child count, achievement, referral, eligibility, and disproportion. The authors discuss the limitations of conducting PSM research in school settings, barriers to implementation of PSM, and make suggestions for enhancing treatment integrity. 相似文献