全文获取类型
收费全文 | 376篇 |
免费 | 4篇 |
专业分类
教育 | 278篇 |
科学研究 | 13篇 |
体育 | 45篇 |
文化理论 | 11篇 |
信息传播 | 33篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 7篇 |
2020年 | 11篇 |
2019年 | 14篇 |
2018年 | 27篇 |
2017年 | 17篇 |
2016年 | 20篇 |
2015年 | 7篇 |
2014年 | 24篇 |
2013年 | 82篇 |
2012年 | 8篇 |
2011年 | 12篇 |
2010年 | 14篇 |
2009年 | 14篇 |
2008年 | 10篇 |
2007年 | 11篇 |
2006年 | 4篇 |
2005年 | 6篇 |
2004年 | 8篇 |
2003年 | 3篇 |
2002年 | 3篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 6篇 |
1990年 | 4篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1984年 | 2篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1972年 | 1篇 |
1971年 | 2篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1967年 | 1篇 |
1928年 | 1篇 |
1926年 | 1篇 |
1925年 | 1篇 |
1924年 | 1篇 |
1921年 | 1篇 |
排序方式: 共有380条查询结果,搜索用时 15 毫秒
81.
With an interest in the role of emotions and values in students’ meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting, and analysed with the use of Dewey’s theoretical perspectives on experience, distinguishing three phases in a process: a start, an activity phase and a closure. Martha Nussbaum’s theory of emotions is used to assist in the understanding of emotions and values. The study reports on active and independent meaning-making processes in students’ group work. The results provide examples of students’ meaning-making experiences and the role of emotions and values in them, indicating that more of values are formed and expressed in the concluding phase. 相似文献
82.
Responding to university policies and initiatives: the role of reflexivity in the mid-career academic 总被引:1,自引:0,他引:1
Angela Brew David Boud Lisa Lucas Karin Crawford 《Journal of Higher Education Policy & Management》2017,39(4):378-389
How do academics make sense of university policies and strategic initiatives and act on them? Interviews were conducted with 27 mid-career academics in different disciplines, different research-intensive university environments and two countries (England and Australia). Data were analysed iteratively utilising a critical realist perspective, specifically, Archer’s modes of reflexivity. The paper argues that individuals’ responses to university policies and initiatives, to changes in policy and policy conflicts, can at least partially be understood through interrogating the modes of reflexivity they employ. 相似文献
83.
84.
Two studies of second graders at risk for reading disability, which were guided by levels of language and functional reading system theory, focused on reading comprehension in this population. In Study 1 (n = 96), confirmatory factor analysis of five comprehension measures loaded on one factor in both fall and spring of second grade. Phonological decoding predicted accuracy of real-word reading; automatic letter naming predicted rate of real-word reading; accuracy and rate of both real-word reading (more so than decoding of pseudowords) and text reading predicted reading comprehension; and Verbal IQ also predicted reading comprehension. In Study 2 (n = 98), the treatment group (before/after school clubs receiving an integrated instructional approach that was supplementary to the general reading program) improved significantly more in phonological decoding and state standards for reading fluency than the control group (general reading program that had some code instruction but emphasized comprehension). The rate of phonological decoding explained 60.3% of real-word reading. Both treatment and control children improved significantly in reading comprehension, but controlling for pretreatment individual differences in oral vocabulary or in phonological decoding eliminated this effect. Taken together, the results of the two studies support two paths to reading comprehension: one from vocabulary and verbal reasoning, and one from written language that has multiple links between subskills: (a) alphabetic principle --> phonological decoding, (b) automatic phonological decoding --> accurate real-word reading, (c) automatic letter coding ---> automatic word reading, and (d) automatic word reading --> fluent text reading. Instructional implications of both paths and the links within the written language are discussed. 相似文献
85.
This contribution aims to examine how different areas of self‐regulation are related to academic achievement in adolescents and young adults. The study involved participants, drawn from following age groups: 14–15, 17–18 and 22–23. In order to get information about cognitive, metacognitive, motivational and emotional aspects of self‐regulation, self‐report questionnaires were used. Differences between age‐groups revealed following tendency: there has been a decrease in all fields of self‐regulation from age of 14 (end of primary school) to the age of about 18 years (end of secondary school), and then results slowly improved to the age of about 22 years (students of undergraduate studies). The results obtained are mirroring perceived competence of self‐regulation and differ from the results concerning metacognitive accuracy. Metacognitive self‐regulation persists as an important predictor of school achievement at all developmental levels, and the motivational self‐regulation has significant impact on performance in the first and second age group. 相似文献
86.
The goal of the study was to investigate how teachers' reflection and feedback asking – two crucial components of professional development – can be explained by occupational self-efficacy, learning goal orientation and transformational leadership. A survey study with data from 456 teachers from a Dutch College for Vocational Education and Training shows that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking. Furthermore, learning goal orientation mediates the relationships between occupational self-efficacy and reflection and asking feedback. Finally, the positive relationship between transformational leadership and reflection and asking feedback appears to depend on learning goal orientation. 相似文献
87.
Karin L. Agness 《Academic Questions》2010,23(2):149-151
THE ISSUE AT A GLANCE
The Issue at a Glance 相似文献88.
Part of the promise of electronic government (e-government) is its ability to transform the delivery of information services and products from government to users. E-government allows federal agencies to supplement and even supplant private sector roles intermediating between government agencies and users, creating unintended consequences in terms of policy, theory, and practice. The problem is called “channel conflict” in the marketing literature, and the typical response is called distribution channel management (DCM). After reviewing the literatures of e-government, information policy, and DCM, the paper explores differing DCM philosophies of two federal agencies: the Internal Revenue Service and the U.S. Census Bureau. An examination of these two DCM programs provides insights on how federal agencies may be able to manage their various channels for e-government offerings despite tensions in the current legal and policy context. The paper concludes by using DCM literature to help frame options for dealing with these tensions. 相似文献
89.
Tanya Pyne Karin Newman Susie Leigh AlaN. Cowling Katherine Rounce 《Health information and libraries journal》1999,16(1):3-14
This article reports on clinicians’ use of library resources and the competencies they require to access information necessary for the practice of evidence-based healthcare. It is based on the results of a study commissioned by North Thames Region to identify the training needs of clinicians for the adoption and practice of evidence-based healthcare. Participants in this qualitative research study included librarians, clinicians (doctors, nurses and PAMs) and managers from four Acute and Community Trusts in and around London. The research indicates that the majority of clinicians recognize the need to keep up-to-date with changes in their specialty and many visit their libraries on a frequent basis, however, few appear to be searching for information with which to inform their immediate clinical decisions. Our sample acknowledged their low usage of journals such as Bandolier, the Health Effectiveness Bulletin and Journal of Evidence-Based Medicine. Similarly, low use of electronic databases, such as Cochrane and Cinahl, were reported. Examination of skill and self-efficacy levels in accessing and using information databases revealed wide variations across professions, specialities and Trusts. Qualitative research methods were employed to elicit the key competencies required to access clinically relevant research evidence, and a framework for integrating these competencies is presented. 相似文献
90.
Previous studies have found that reduced stick stiffness increases puck velocity in young male ice hockey players. This study
investigates the hypothesis that female players are disadvantaged by using equipment that is designed for taller and stronger
players. The purpose of this study was to investigate if stick flexibility and puck weight affect puck velocity in standing
slap shots performed by female ice hockey players. There was a significant increase in puck velocity (4.1%, p = 0.037) when stick stiffness and puck weight were reduced. ANOVA revealed that there was a significant correlation between
stick, puck and the participant herself (R
2 = 0.987). Spearman’s correlation analysis revealed that participants with higher puck velocities benefitted the most when
the stick flexibility and puck weight were reduced (r = 0.648, p = 0.043). It was concluded that decreased stick stiffness and puck weight increased puck velocity in standing slap shots
for female ice hockey players. 相似文献