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861.
Over 6 million older Americans are hearing impaired. Many of them are facing the decision to seek help through hearing aids. Once the decision has been made and amplification is obtained, a program of aural rehabiliation can facilitate adjustment to the hearing aid and foster more successful communication. Unfortunately, the number of professionals trained to provide rehabilitative services to hearing‐impaired persons are few relative to the number of persons who need these services. This paper describes a model for delivering aural rehabiliation services through providers trained by audiologists certified by the American Speech‐Language‐Hearing Association. After being trained, staff at senior centers, nursing homes, and state or local agencies who deal with either hearing impairment or aging could serve as program providers. The model program consists of four phases: education, desensitization, rehabilitation strategies, and responsibility training. 相似文献
862.
This article, based on narrative inquiry, explores how academics with/out formal leadership positions experience and understand themselves as leaders in their everyday working contexts. A single case of a fixed-term academic was chosen to illustrate how different analytical lenses – ‘plot analysis’ and ‘discourse analysis’ – can unpack the complexities of experience associated with non-positional leadership, a topic scarcely represented in studies of leadership in higher education. Two interdependent plots – the heroic plot and the victimised plot – were found to recur throughout the participant's narrative. These plots signified the conflictual dynamics and the unique subjectivity in which this person made sense of himself as a leader. The analytical lens was then shifted to pay greater attention to the ways in which broader networks of discourses were at play within this participant's narrative. Using discourse analysis, the discourses of autonomy and masculinity, among others, were present in constituting the unique subject positions the participant took up. The article concludes with a summary of methodological contributions this study offers to the field of leadership in higher education. 相似文献
863.
Caroline Macke Jessica Averitt Taylor James E. Taylor Karen Tapp James Canfield 《Journal of Teaching in Social Work》2013,33(5):454-470
This study sought to examine social work students’ perceptions of Team-Based Learning (N = 154). Aside from looking at overall student perceptions, comparative analyses examined differences in perceptions between BSW and MSW students, and between Caucasian students and students of color. Findings for the overall sample revealed favorable perceptions. The majority of students felt that Team-Based Learning effectively relayed content while teaching higher order cognitive skills. No differences emerged between MSW and BSW students; however, there were significant differences between students of color and Caucasian students, with the former feeling more isolated and singled out. Implications for practice are discussed. 相似文献
864.
Multiple approaches to measuring preschool children's literacy interest and engagement (i.e., parent-, teacher-, child-reported child literacy interest and observer-reported child literacy engagement) were examined in a sample of 167 four- and five-year-old children (M = 56.62 months, SD = 6.01) enrolled in Head Start. Associations among measures as well as gender differences and dimensions of preschooler's literacy interest and engagement were examined across measures. Measures were not strongly associated. There were small, but significant correlations between parents’ and teachers’ reports of children's literacy interest, and teachers’ reports of children's literacy interest and observers’ reports of children's literacy engagement. Gender differences were found for parent- and teacher-report measures, with teachers and parents rating girls higher on interest. Patterns of factor loadings differed between adult and child measures. Implications of findings are discussed. 相似文献
865.
The purpose of the study was to examine the relationship between achieving The National Board for Professional Teaching Standards certification and feelings of marginality of physical education teachers. Data sources included a focus group interview with 6 National Board Certified Physical Education Teachers (NBCPETs) and individual phone interviews with 20 NBCPETs using an interview guide (Patton, 2007). Data were analyzed inductively using the Miles and Huberman (1984) four-stage process. Findings indicated that teachers and administrators considered National Board Certification a symbol of highly skilled teaching. Possessing this symbol changed the way the NBCPETs approached their work and how others acted toward them. NBCPETs felt more confident, more vocal, and more active in leadership positions. 相似文献
866.
867.
This paper describes how two women, a university professor and a public school teacher, discovered how they had used the power of stories to develop the trust and understandings which were precursors to their engagement in collaborative teacher research. Stories became an intervention that promoted dialogue and helped to establish a collaborative identity. Collaboration between universities and public schools allows educators to engage jointly in research and rethinking of practice. The paper discusses the difficulties they experienced trying to break down barriers while bringing both voices to their writing and research. It also raises numerous questions about university/public school partnerships and the time, energy, and commitment needed to recognize the potential of this type of inquiry to the ‘world’ of teacher research. 相似文献
868.
Fara Azmat Angela Osborne Karen Le Rossignol Uma Jogulu Ruth Rentschler Ian Robottom 《Asia Pacific Journal of Education》2013,33(1):97-111
The aspirations and expectations of the growing international student cohort in Australia are implicitly incorporated into recruitment and internationalization strategies but have received little academic analysis. To address this gap in the literature, this paper develops a conceptual model built upon earlier research by Tim Mazzarol and Geoffrey Soutar, which focuses on the push and pull factors relating to home country and country of destination, respectively, in relation to students' decisions to seek international study. Focusing predominantly on Chinese and Indian students, we conceptualise, extend and place the push and pull factors within a social psychological framework in relation to students' aspirations and expectations of international education, indicating factors that can be influenced by higher education (HE) institutions and their programmes, and those which cannot. We then interrogate the model and its applicability in Australian HE through the case study of an Indian international Study Tour conducted in our Australian HE institution in 2009. In the present context of decreased international student enrolments in Australia in 2010, where we seek to better understand our international students, the proposed model provides a basis for identifying international students' expectations and aspirations and developing prospective international relations. 相似文献
869.
870.
Karen Turner Lynn Roberts Caroline Heal Liz Wright 《Assessment & Evaluation in Higher Education》2013,38(6):662-673
This paper examines the student perception of oral examination on a pre-service teacher education course at the Institute of Education, University of London. Students are required to carry out a school-based project and to present their findings at master’s level to a group of peers and examiners. Initial student evaluations showed the experience to be overwhelmingly positive, yet the qualitative comments suggested there were negative emotions unrepresented in the quantitative data. This study reports on a more detailed evaluation completed by 254 students in the 2009–2010 cohort, which explored the tension between the positive overall student experience and the complex emotions involved. In examining the student perspective in greater depth, it became clear that the combination of a school-based enquiry and an assessed oral presentation created an authentic learning context. Although there were anxieties associated with presenting findings to an audience, students felt there was a constructive alignment between their learning and the mode of assessment and the process supported the students’ developing professional identity. 相似文献