全文获取类型
收费全文 | 339篇 |
免费 | 4篇 |
专业分类
教育 | 256篇 |
科学研究 | 13篇 |
各国文化 | 7篇 |
体育 | 32篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 31篇 |
出版年
2022年 | 4篇 |
2021年 | 3篇 |
2020年 | 10篇 |
2019年 | 8篇 |
2018年 | 10篇 |
2017年 | 8篇 |
2016年 | 13篇 |
2015年 | 4篇 |
2014年 | 7篇 |
2013年 | 90篇 |
2012年 | 7篇 |
2011年 | 11篇 |
2010年 | 4篇 |
2009年 | 7篇 |
2008年 | 7篇 |
2007年 | 7篇 |
2006年 | 9篇 |
2005年 | 6篇 |
2004年 | 5篇 |
2003年 | 5篇 |
2002年 | 5篇 |
2001年 | 6篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 5篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 6篇 |
1987年 | 2篇 |
1984年 | 2篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1975年 | 5篇 |
1974年 | 3篇 |
1973年 | 3篇 |
1972年 | 3篇 |
1967年 | 2篇 |
1944年 | 2篇 |
1927年 | 2篇 |
1904年 | 2篇 |
排序方式: 共有343条查询结果,搜索用时 31 毫秒
1.
2.
The American Hospital Association (AHA) Resource Center indexes journals for the Health Planning and Administration (HEALTH) database and Hospital Literature Index (HLI). These journals, designated special list health journals, are selected to provide access to a wide and balanced coverage of hospital and health care administration and health policy literature. This article provides background information on HEALTH and HLI and describes special list health journals in detail (including historical information, information sources, and broad subject divisions). It also discusses AHA policies relating to journal and article selection and current subject distribution of special list health journals. 相似文献
3.
4.
5.
Allan Yarrow Jan Millwater Bill Foster 《Asia-Pacific Journal of Teacher Education》1996,24(2):197-212
The roles and responsibilities of university supervisors in the practicum have changed during the last ten years. Once, the routine tasks of observation and feedback of student teaching performance were the main responsibilities associated with visits to the school. Lecturers in this role also determined, with the school personnel, the assessment rating of the student teacher. Presently, there is considerable variation in the part played by university supervisors of the practicum. Against this background, this paper examines the actual and ideal characteristics of university supervisors from their own viewpoint and from the perspective of teacher supervisors, principals and student teachers. The reasons for the actual‐ideal discrepancies are discussed, and suggestions are made in relation to addressing the matter. 相似文献
6.
Julie P. Martin Nathan Hyungsok Choe Jared Halter Margaret Foster Jeffrey Froyd Maura Borrego Erica R. Winterer 《科学教学研究杂志》2019,56(4):440-464
Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended. 相似文献
7.
Carlton J. Fong Joanna Gilmore Tershia Pinder-Grover Molly Hatcher 《Journal of Further & Higher Education》2019,43(3):363-380
As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and instructors, we sought to determine the most effective methods of preparing engineering TAs at two research universities. We compare the impact of a teaching orientation with one of four teaching development programmes (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with Written Reflection) on engineering TAs’ teaching efficacy and definitions of active learning. Results indicated that the Pedagogy Course consistently increased TAs’ teaching efficacy and attitudes toward teaching compared with the other programmes. We also found that stand-alone Mid-Semester Student Feedback with Written Reflection enhanced TAs’ efficacy for reflection and beliefs about teaching. We discuss implications for providing teaching development for graduate students and directions for future research. 相似文献
8.
9.
Barney Wainwright Carlton Brian Cooke John Paul O’Hara 《Journal of sports sciences》2017,35(14):1451-1458
ABSTRACTThe purpose of the study was to assess the validity and inter-bike reliability of 10 Wattbike cycle ergometers, and to assess the test–retest reliability of one Wattbike. Power outputs from 100 to 1000 W were applied using a motorised calibration rig (LODE) at cadences of 70, 90, 110 and 130 rev · min?1, which created nineteen different intensities for comparison. Significant relationships (P < 0.01, r2 = 0.99) were found between each of the Wattbikes and the LODE. Each Wattbike was found to be valid and reliable and had good inter-bike agreement. Within-bike mean differences ranged from 0.0 W to 8.1 W at 300 W and 3.3 W to 19.3 W at 600 W. When taking into account the manufacturers stated measurement error for the LODE (2%), the mean differences were less than 2%. Comparisons between Wattbikes at each of the nineteen intensities gave differences from 0.6 to 25.5 W at intensities of 152 W and 983 W, respectively. There was no significant difference (P > 0.05) between the measures of power recorded in the test–retest condition. The data suggest that the Wattbike is an accurate and reliable tool for training and performance assessments, with data between Wattbikes being able to be used interchangeably. 相似文献
10.