全文获取类型
收费全文 | 565篇 |
免费 | 17篇 |
专业分类
教育 | 476篇 |
科学研究 | 19篇 |
各国文化 | 8篇 |
体育 | 27篇 |
文化理论 | 5篇 |
信息传播 | 47篇 |
出版年
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 5篇 |
2020年 | 8篇 |
2019年 | 10篇 |
2018年 | 20篇 |
2017年 | 17篇 |
2016年 | 17篇 |
2015年 | 11篇 |
2014年 | 14篇 |
2013年 | 133篇 |
2012年 | 19篇 |
2011年 | 20篇 |
2010年 | 13篇 |
2009年 | 12篇 |
2008年 | 13篇 |
2007年 | 16篇 |
2006年 | 16篇 |
2005年 | 23篇 |
2004年 | 11篇 |
2003年 | 3篇 |
2002年 | 32篇 |
2001年 | 16篇 |
2000年 | 18篇 |
1999年 | 13篇 |
1998年 | 5篇 |
1997年 | 8篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 8篇 |
1993年 | 5篇 |
1991年 | 9篇 |
1990年 | 10篇 |
1989年 | 8篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1983年 | 2篇 |
1981年 | 5篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1976年 | 2篇 |
1973年 | 4篇 |
1972年 | 2篇 |
1940年 | 1篇 |
1862年 | 1篇 |
1857年 | 1篇 |
1840年 | 1篇 |
排序方式: 共有582条查询结果,搜索用时 358 毫秒
21.
22.
It is well established that technological education is not just about the development of technical expertise. A socially constructed view of technology aims to recognise the culture of technology. Technology education as expressed in the New Zealand curriculum provides an opportunity for societal issues to have equal space with technological capability and technological knowledge. However, when technological activities focus on solutions it is all too easy for stakeholders' positions to be ignored. There is a need for a teaching approach to engage in a liberating technological literacy discourse where values and beliefs of all participants directly and indirectly involved in the activity, are examined. This research monitored a professional development programme where identification of the values represented in a familiar object provided a model for discussion and the development of a teaching environment that promoted consideration of values during problem-solving. The data have been collected from primary school teachers who developed teaching programmes for Years 1 to 8 (5–12 years). 相似文献
23.
24.
Prenatal depression, violence, substance use, and perception of support in pregnant middle-class women
下载免费PDF全文
![点击此处可从《The Journal of perinatal education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
The purpose of this study was to explore the vulnerability for postpartum depression among financially, educationally, and socially advantaged middle-class women (n = 31). Twenty-nine percent reported prenatal depression, 13% reported intimate partner violence, and 22% reported concerns with partner relationships and support expectations after delivery. No illegal substances were reported; however, a past history of smoking and excessive use of caffeine was disclosed. Implications for practice focus on the need to screen and implement intervention programs for these social problems and to adopt measures as a universal standard of care for all women, regardless of demographic advantages. 相似文献
25.
Student outcomes and perceptions of instructors' demands and support in online and traditional classrooms 总被引:1,自引:0,他引:1
In this study, seven graduate students were interviewed and 187 (91 online; 96 traditional) graduate students were surveyed about perceptions of differences in instructors' demands and support and student' motivation, self-regulation, satisfaction, and perceptions of learning in these environments. Results indicated significant differences in students' perceptions on all variables except self-efficacy. Results indicated a strong effect for differences between perceived instructor affective support in online and traditional classrooms. Although students in traditional classrooms ranked instructors' affective support higher, the variable had a stronger relationship with online students' satisfaction. Differences between online and traditional students' reports of instructors' academic support, instructors' demands, and students' satisfaction were significant with medium effect sizes. Results are important because they provide information about students' perceptions of the differences in environments created by instructors that relate to students' affective outcomes. 相似文献
26.
27.
Michele Regalla Alex Davies Donita Grissom Antonio Losavio 《Multicultural Perspectives》2018,20(1):25-32
This study investigates a service-learning program for university students seeking teacher certification examined through the lens of sociocultural theory. Data was collected from teacher candidates (TCs) in the form of surveys and an open-ended writing assignment. Administrators from the partner schools were also interviewed to provide their perspectives of the service learning. Findings show that the service-learning program allowed TCs and their English learners (ELs) to form communities of practice that were mutually beneficial. Teacher candidates reported numerous opportunities to apply the strategies learned in their methods course, as well as an increase in their sense of preparation for teaching ELs. Administrators provided positive feedback about the service-learning program in terms of the relationship between the partner school and the university. Difficulties arose in terms of TCs' accountability and the level of participation afforded to the TCs by the classroom teacher. Implications highlight the importance of negotiating expectations that address the needs of both parties equally in order to support a strong community of practice that prepares TCs to meet the needs of ELs. 相似文献
28.
Ivor K. Davies 《Performance Improvement Quarterly》1994,7(3):103-114
Faced with sophisticated global competition, companies arc busily reinventing themselves. This offers an opportunity for performance technologists t.o re-think the value added component of their contribution to enhanc-ing human performance. In this eval u-ation. the four values of speed, simplicity, stretch, and self-conlidenco assume a central role. Design, as in the past, is key, but design must, be founded on the assumption that all human performance involves a process or combination of processes. Furthermore, processes are subject to variability of one kind or another, variability that is either predictable or random. It is argued that a process orientation, rather than a focus on inputs and outputs, offers performance technologists a more direct way of contributing to the realization of key business goals and more effectively focuses training and development on performance issues. Process re-design is a key strategy in the realization of these two goals. 相似文献
29.
30.