全文获取类型
收费全文 | 383篇 |
免费 | 2篇 |
专业分类
教育 | 246篇 |
科学研究 | 70篇 |
各国文化 | 3篇 |
体育 | 21篇 |
文化理论 | 6篇 |
信息传播 | 39篇 |
出版年
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 7篇 |
2019年 | 8篇 |
2018年 | 16篇 |
2017年 | 7篇 |
2016年 | 9篇 |
2014年 | 12篇 |
2013年 | 89篇 |
2012年 | 9篇 |
2011年 | 7篇 |
2010年 | 8篇 |
2009年 | 6篇 |
2008年 | 6篇 |
2007年 | 6篇 |
2006年 | 4篇 |
2005年 | 6篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 7篇 |
1999年 | 6篇 |
1995年 | 3篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1990年 | 8篇 |
1989年 | 4篇 |
1988年 | 9篇 |
1987年 | 4篇 |
1985年 | 3篇 |
1982年 | 4篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1974年 | 3篇 |
1971年 | 4篇 |
1967年 | 4篇 |
1966年 | 2篇 |
1964年 | 2篇 |
1961年 | 3篇 |
1928年 | 2篇 |
1915年 | 3篇 |
1910年 | 2篇 |
1899年 | 2篇 |
1892年 | 6篇 |
1890年 | 2篇 |
1887年 | 3篇 |
1885年 | 9篇 |
1872年 | 2篇 |
1871年 | 2篇 |
排序方式: 共有385条查询结果,搜索用时 15 毫秒
41.
José Ferreira Marques Edwin L. Herr Bernhard Jenschke Raoul Van Esbroeck 《International Journal for Educational and Vocational Guidance》2001,1(3):223-224
Volume Contents
Contents Vol. 1 相似文献42.
Edwin Keiner 《Zeitschrift für Erziehungswissenschaft》2005,8(2):155-172
Ohne Zusammenfassung
相似文献
43.
Edwin L. Herr 《International journal for the advancement of counseling》1978,1(2):106-120
Summary This paper has had two purposes: (1) to assess the answer to Does Counseling Work? and (2) to assess the effectiveness of counselor education. Neither question has been nor can be answered clearly or unequivocably. In both instances, the weight of evidence is positive but with many qualifications as regards either the effectiveness of counseling or of counselor education. What is less apparent but clearly implicit in the research literature is that improvements are being made in counseling and in counselor education but these are less than generally incorporated into practitioners skills, repetoires, or training sites. We have learned much and can be useful to many people but we still have much to be humble about, at least as reflected in our research literature.This article contains a summary of the presentation by Dr. Herr at the Seventh International Round Table for the Advancement of Counselling, Wurzburg, Germany, April, 1976. 相似文献
44.
45.
46.
47.
Edwin Coate 《Higher Education》1993,25(3):303-320
Oregon State University became one of the first research universities in the United States to introduce the Total Quality Management methodology into its administrative structure in 1989. Beginning with finance and administration, quality improvement teams were introduced and achieved significant improvement in process effectiveness and efficiency. Improved quality was also achieved and measured by customer satisfaction.TQM was expanded to all administrative areas — including student affairs, research, and faculty administration — over the next four years. TQM has also been used in curriculum development, teaching improvement, and research proposal development.This paper describes the implementation strategy used by Oregon State University and presents some of the results achieved. Particular attention is paid to implementation barriers found in university settings.Today, Oregon State University has over 85 process improvement teams working in both administrative and academic areas and has received many awards for its work in Total Quality Management. 相似文献
48.
49.
Ben Littlepage Teresa Clark Randal Wilson Logan Stout 《Community College Journal of Research & Practice》2018,42(6):379-388
Community colleges in Tennessee, either directly or indirectly, experienced unprecedented change as a result of Tennessee Promise. The present study explored how student support service administrators at three community colleges responded to organizational change as a result of the Tennessee Promise legislation. Investigators selected community colleges for the multi-site case study because the legislative impact would be actualized by the preparations made to serve incoming Promise recipients. The delivery of orientation services framed organizational change because the service staff facilitate connections and provide information to incoming students. Challenges like a shifting population, ill-equipped infrastructure, inadequate remediation support, heightened interest for social engagement opportunities, misinformation, and unmet fiscal needs left administrators seeking coherence through the change process. Investigators found community college administrators react to change similarly. Administrators acknowledged change as continuous, created a culture of innovation among stakeholders, and were not afraid to fail as responses to the organizational change phenomenon. 相似文献
50.
Faculty orientations toward institutional goals: A broken front with implications for planned change
Edwin A. Rugg Timothy Lynn Warren Evelyn L. Carpenter 《Research in higher education》1981,15(2):161-173
The formulation of institutional goals in higher education often involves input from various campus constituencies including faculty. The faculty's viewpoint is typically treated as though it were a uniform perception. The research reported here tested the uniform nature of the faculty's goal orientations. Statistical comparisons were conducted on mean ratings of five discipline groups of 207 faculty from a major public university on the scales of the Institutional Goals Inventory. Although discipline groups shared common viewpoints on the importance of academic instruction, intellectual pursuits, and research, major differences among groups were found for goals involving university service, off-campus instruction, accountability, intercollegiate athletics, and humanistic values. Institutional planners desiring a change in one of these latter areas should expect different levels of faculty support and resistance from different discipline groups. 相似文献