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31.
Jessica M. Faupel-Badger Kimberley Raue David E. Nelson Sophia Tsakraklides 《CBE life sciences education》2015,14(1)
Published evaluations of career preparation of alumni from long-standing postdoctoral fellowship programs in the biomedical sciences are limited and often focus on quantitative analysis of data from extant publicly available sources. Qualitative methods provide the opportunity to gather robust information about specific program elements from structured postdoctoral training programs and the influence of this training on subsequent career paths of alumni. In-depth interviews with a subset of the National Cancer Institute’s Cancer Prevention Fellowship Program (CPFP) alumni (n = 27), representing more than 25 years of the program’s history and multiple career sectors, were conducted to assess alumni reflections on the training environment and career preparation during their time in the CPFP. NVivo software was used to analyze data and identify major themes. Four main themes emerged from these interviews, including: the value of structured training curriculum, mentorship, transdisciplinary environment, and professional identity. Even when reflecting on training that occurred one to two decades earlier, alumni were able to highlight specific components of a structured postdoctoral training program as influencing their research and career trajectories. These results may have relevance for those interested in assessing how postdoctoral training can influence fellows throughout their careers and understanding salient features of structured programs. 相似文献
32.
Diane Ebert-May Terry L. Derting Timothy P. Henkel Jessica Middlemis Maher Jennifer L. Momsen Bryan Arnold Heather A. Passmore 《CBE life sciences education》2015,14(2)
The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. 相似文献
33.
The focus of this article is to reflect on current and near future issues and trends concerning academic libraries. This includes an overview of the literature on embedded librarianship and a focus on the need for more participatory and collaborative approaches to library services.
The core argument is that academic libraries need to continue to adapt their roles and develop stronger relationships across the university in order to maintain and promote their relevancy to all stakeholders. Embedded roles in research and teaching, and an embedded existence through collaboration and outreach will strengthen the academic library's presence within its parent institution. 相似文献
34.
Fake news has become a prominent topic of public discussion, particularly among elites. Recent research has explored the prevalence of fake news during the 2016 election cycle and possible effects on electoral outcomes. This scholarship has not yet considered how elite discourse surrounding fake news may influence individual perceptions of real news. Through an experiment, this study explores the effects of elite discourse about fake news on the public’s evaluation of news media. Results show that exposure to elite discourse about fake news leads to lower levels of trust in media and less accurate identification of real news. Therefore, frequent discussion of fake news may affect whether individuals trust news media and the standards with which they evaluate it. This discourse may also prompt the dissemination of false information, particularly when fake news is discussed by elites without context and caution. 相似文献
35.
Laura E. Hume Christopher J. Lonigan Jessica D. McQueen 《Journal of Research in Reading》2015,38(2):172-193
This study examined how children's literacy interests related to parent literacy‐promoting practices across time. Using a sample of 909 preschool‐age children and the newly developed Child Activities Preference Checklist, literacy interest appeared to be a complex construct, not easily captured by a single measure. In a subsample of 230 children with longitudinal data, parent literacy practices and child literacy interests related concurrently and across time. Parent literacy practices were more stable than child literacy interests, with children's literacy interest continuing to develop over the preschool year. Parent practices of exposing children to literacy and teaching them literacy concepts appeared to be distinct constructs. Exposure to literacy was especially important in the growth of literacy interests and the hypothesis that exposure has a negative effect on children with little initial interest was not fully supported. 相似文献
36.
Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the current study surveys professors who have taught MOOCs (n = 162) in order to better understand how MOOCs are perceived by instructors. Professors’ backgrounds and beliefs about the role of MOOCs in higher education and their perceptions of the experiences of students are discussed. In addition, professors’ satisfaction in teaching MOOCs is reported. The study finds that most MOOC professors are experienced faculty members with relatively little prior experience teaching online, and that they are divided about the purpose of MOOCs in the institutional landscape of higher education. 相似文献
37.
38.
Jessica Kornmann Ingo Zettler Yvonne Kammerer Peter Gerjets Ulrich Trautwein 《High Ability Studies》2015,26(1):75-92
Teacher nominations are often used in school settings to identify gifted children. However, although high intelligence is part of almost all definitions of giftedness, prior research has consistently shown that not all children nominated as gifted by teachers have high intelligence. In order to further understand the characteristics of these students, we herein explore the role of another cognitive construct, namely working memory (WM). In a sample comprising N = 81 fourth graders, both WM and intelligence showed the same predictive value for characterizing teacher-nominated gifted children, pointing to the importance of the thus-far-unattended WM for characterizing these students. 相似文献
39.
Chris Linder Jessica C. Harris Evette L. Allen Bryan Hubain 《Equity & Excellence in Education》2015,48(2):178-194
In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation. 相似文献
40.
Ruth Neustifter Markie L.C. Blumer Jessica O'Reilly Francisco Ramirez 《Sex education》2015,15(5):540-552
The literature on the impact of entertainment media on sex education is typically pathology-focused, unclear regarding the effects of such usage, and void of dialogue between those who actually work in the areas of sexuality education and entertainment. To address this gap, this paper is the product of joint authorship between media figures from varied sexually-focused programming fields and academics who teach and conduct research in the areas of sexuality and relational health. The authors focus on the role that various forms of entertainment media play in educating members of the public and college classrooms in the areas of sex and sexuality. Additionally, examples of the inclusion of entertainment media in educational contexts are discussed. 相似文献