全文获取类型
收费全文 | 408篇 |
免费 | 5篇 |
专业分类
教育 | 335篇 |
科学研究 | 7篇 |
各国文化 | 2篇 |
体育 | 14篇 |
文化理论 | 1篇 |
信息传播 | 54篇 |
出版年
2022年 | 4篇 |
2021年 | 5篇 |
2020年 | 3篇 |
2019年 | 8篇 |
2018年 | 9篇 |
2017年 | 17篇 |
2016年 | 25篇 |
2015年 | 10篇 |
2014年 | 15篇 |
2013年 | 98篇 |
2012年 | 7篇 |
2011年 | 7篇 |
2010年 | 7篇 |
2009年 | 8篇 |
2008年 | 10篇 |
2007年 | 6篇 |
2006年 | 14篇 |
2005年 | 12篇 |
2004年 | 14篇 |
2003年 | 5篇 |
2002年 | 7篇 |
2001年 | 13篇 |
2000年 | 10篇 |
1999年 | 11篇 |
1998年 | 5篇 |
1997年 | 3篇 |
1996年 | 7篇 |
1995年 | 3篇 |
1994年 | 7篇 |
1993年 | 2篇 |
1992年 | 10篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1986年 | 1篇 |
1985年 | 9篇 |
1984年 | 4篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 3篇 |
1972年 | 1篇 |
1971年 | 1篇 |
排序方式: 共有413条查询结果,搜索用时 0 毫秒
121.
122.
Few works serve as solid a framework for the field of health sciences librarianship or provide as many insights and detailed knowledge as Introduction to Reference Sources in the Health Sciences. Now in its fourth edition, the book's editors and contributors represent an impressive range of experience, expertise, and subject knowledge appreciated by practicing librarians in a variety of settings and by students of health sciences librarianship. Jo Anne Boorkman, Jeffrey T. Huber, and Fred W. Roper answered a series of questions about the latest edition of this seminal work, and offered opinions about reference works, services, and librarians. 相似文献
123.
124.
125.
126.
In recent years, there has been increased interest in engagement during learning. This is of particular interest in the science, technology, engineering, and mathematics domains, in which many students struggle and where the United States needs skilled workers. This article lays out some issues important for framing research on this topic and provides a review of some existing work with similar goals on engagement in science learning. Specifically, here we seek to help better concretize engagement, a fuzzy construct, by operationalizing and detecting (i.e., identifying using a computational method) disengaged behaviors that are antithetical to engagement. We, in turn, describe our real-time detector (i.e., machine learned model) of disengaged behavior and how it was developed. Last, we address our ongoing research on how our detector of disengaged behavior will be used to intervene in real time to better support students' science inquiry learning in Inq-ITS (Inquiry-Intelligent Tutoring System; Gobert, Sao Pedro, Baker, Toto, & Montalvo, 2012; Gobert, Sao Pedro, Raziuddin, & Baker, 2013). 相似文献
127.
Adena B. Meyers Renée M. Tobin Brenda J. Huber Dawn E. Conway Kristal H. Shelvin 《Journal of educational and psychological consultation》2015,25(2-3):109-128
In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice. 相似文献
128.
129.
Mark M. D'Amico Janice N. Friedel Stephen G. Katsinas Zoë M. Thornton 《Community College Journal of Research & Practice》2014,38(2-3):231-241
Since the initiation of performance funding in Tennessee in the late 1970s, approximately 30 states have, at some point, attempted a funding model that includes performance on a set of indicators. The purpose of the present study was to capture the current status of performance funding in public statewide community college systems and to assess which performance indicators were collected at the state level. Data were obtained through the 2012 Survey of Finance and Access Issues conducted by the Education Policy Center at the University of Alabama. The survey was administered to the National Council of State Directors of Community Colleges, and 50 responses were obtained from 49 states. Not every survey respondent answered each survey item. Findings showed that 19 states used performance funding for community colleges, with six of those states allocating at least 10% of state funds based on performance. An analysis of indicators captured at the state level (not exclusively for performance funding) showed a decline of emphasis on process indicators and greater emphasis on outputs. The performance-based distribution of base funding and the inclusion of output measures that capture intermediate indicators of success are consistent with the principles of Performance Funding 2.0, a new form of performance funding recently discussed in the literature. Future research should include tracking the current findings over time and expanding the existing literature on whether performance funding influences outcomes. 相似文献
130.