全文获取类型
收费全文 | 325篇 |
免费 | 14篇 |
专业分类
教育 | 246篇 |
科学研究 | 19篇 |
各国文化 | 5篇 |
体育 | 16篇 |
文化理论 | 1篇 |
信息传播 | 52篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 3篇 |
2020年 | 8篇 |
2019年 | 9篇 |
2018年 | 8篇 |
2017年 | 13篇 |
2016年 | 5篇 |
2015年 | 6篇 |
2014年 | 2篇 |
2013年 | 95篇 |
2012年 | 12篇 |
2011年 | 12篇 |
2010年 | 10篇 |
2009年 | 5篇 |
2008年 | 7篇 |
2007年 | 10篇 |
2006年 | 9篇 |
2005年 | 12篇 |
2004年 | 10篇 |
2003年 | 5篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1997年 | 5篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 6篇 |
1992年 | 5篇 |
1991年 | 10篇 |
1990年 | 2篇 |
1989年 | 6篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1945年 | 1篇 |
1895年 | 1篇 |
1882年 | 3篇 |
排序方式: 共有339条查询结果,搜索用时 15 毫秒
151.
152.
153.
154.
155.
156.
Roger G. Baldwin Jay L. Chronister Ana Esther Rivera Theresa G. Bailey 《Research in higher education》1993,34(6):747-761
The source of data in this study is the 1989 National Survey of Faculty by the Carnegie Foundation for the Advancement of Teaching. 相似文献
157.
Jay Rounds 《Curator: The Museum Journal》2006,49(2):133-150
Abstract Museum visitors typically look at only about a third of the elements of an exhibition, and often give only limited attention to those. Can visitors really be getting something worthwhile from such partial usage of an exhibition? This article explores how visitors use exhibitions for “identity work,” the processes through which we construct, maintain, and adapt our sense of personal identity, and persuade other people to believe in that identity. Museums offer powerful opportunities for doing identity work, but the visitor does not need to engage with exhibition content deeply or systematically in order to gain the benefits that museum experiences offer for identity work. 相似文献
158.
159.
As a follow‐up to a previous article in which Baker and Friedman‐Nimz (2002a) recommended that gifted education advocates should focus on improving state funding of gifted education, this article provides an overview of state school finance policies for gifted education and frameworks for evaluating those policies. The frameworks are then applied for evaluating state school finance policies as of 1998–99 and state aid allocated to local districts for gifted education in 2000. In that year, only Florida provided both sufficient and equitable support for gifted education, assuming general education conditions to be adequate as well as equitable in that state. Gifted education funding in Virginia, while less adequate than supplemental funding in Florida, continues to be a model of equitable distribution. 相似文献
160.
John D. Clements Nancy D. Connell Clarissa Dirks Mohamed El-Faham Alastair Hay Elizabeth Heitman James H. Stith Enriqueta C. Bond Rita R. Colwell Lida Anestidou Jo L. Husbands Jay B. Labov 《CBE life sciences education》2013,12(4):596-603
Numerous studies are demonstrating that engaging undergraduate students in original research can improve their achievement in the science, technology, engineering, and mathematics (STEM) fields and increase the likelihood that some of them will decide to pursue careers in these disciplines. Associated with this increased prominence of research in the undergraduate curriculum are greater expectations from funders, colleges, and universities that faculty mentors will help those students, along with their graduate students and postdoctoral fellows, develop an understanding and sense of personal and collective obligation for responsible conduct of science (RCS). This Feature describes an ongoing National Research Council (NRC) project and a recent report about educating faculty members in culturally diverse settings (Middle East/North Africa and Asia) to employ active-learning strategies to engage their students and colleagues deeply in issues related to RCS. The NRC report describes the first phase of this project, which took place in Aqaba and Amman, Jordan, in September 2012 and April 2013, respectively. Here we highlight the findings from that report and our subsequent experience with a similar interactive institute in Kuala Lumpur, Malaysia. Our work provides insights and perspectives for faculty members in the United States as they engage undergraduate and graduate students, as well as postdoctoral fellows, to help them better understand the intricacies of and connections among various components of RCS. Further, our experiences can provide insights for those who may wish to establish “train-the-trainer” programs at their home institutions. 相似文献