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Taking a Second Look: Expert and Novice Differences when Observing the Same Classroom Teaching Segment a Second Time 总被引:1,自引:0,他引:1
Judith A. Kerrins Katherine S. Cushing 《Journal of Personnel Evaluation in Education》2000,14(1):5-24
Expert and beginning principals viewed a classroom teaching episode of a seventh grade mathematics classroom for teacher supervision purposes. After the first viewing participants were asked questions about classroom management and instruction, about the skills of the teacher, and about recommendations they would make for improvement. After a second viewing, similar questions were asked. Differences between groups were found in their understanding of classroom teaching and their abilities to evaluate and make recommendations for the improvement of teaching. This study indicates that important differences will occur in the supervision experience for teachers depending on whether an expert or novice principal supervises them. Findings from this study have implications for the development of preservice and inservice training programs and induction experiences for new principals. 相似文献
154.
Lisa M. Hagermoser Sanetti Sarah Charbonneau Allison Knight Wendy S. Cochrane Molly C. M. Kulcyk Katherine E. Kraus 《Psychology in the schools》2020,57(6):901-922
Both student outcomes and treatment fidelity data are necessary to draw valid conclusions about intervention effectiveness. Reviews of the intervention outcome literature in related fields, and prior reviews of the school psychology literature, suggest that many researchers failed to report treatment fidelity data. The purpose of this study was to replicate and extend previous reviews of treatment fidelity in four school psychology journals between 2009 and 2016. Results indicate that a plurality of studies reviewed operationally defined some, but not all intervention(s). Further, the majority of studies (72.8%) include a quantitative treatment fidelity data, a 35% increase from the Sanetti, Gritter and Dobey (2011) review of these same journals. Results also indicate many studies include data on multiple dimensions of fidelity. Of the multiple dimensions, adherence is (a) the most commonly reported dimension, (b) most often reported using a single index, (c) assessed using in vivo observation, and (d) high in a majority of studies. Further, results indicate some study and design characteristics are associated with the presence of operational definitions and treatment fidelity data. 相似文献
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Dianne Zielinski Robert Matthews Cynthia Koman Eric Kiel Katherine Jezik 《Journal of Library & Information Services in Distance Learning》2018,12(1-2):56-66
Library instruction videos can enhance student instruction. At a community college, librarian-created videos provided students with academic support. However, the videos were rarely used. In this article, students were sent online surveys to rate videos discussing the American Psychological Association (APA) format. Students were also asked why they did not use the videos. Participants rated several video features, including length, technical aspects, narration, and style. While they overwhelmingly responded that the videos were useful, the students did not know where they were located. The major complaint was related to the videos' technical aspects. Students also reported that they were more inclined to ask for help after watching the video. 相似文献
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Martin R. Kalfatovic Effie Kapsalis Katherine P. Spiess Anne Van Camp Michael Edson 《Archival Science》2008,8(4):267-277
The Flickr Commons was created as a forum for institutions to share their rich photographic collections with the emerging
Web 2.0 audience of Flickr; the Smithsonian Institution was the fourth member of the Commons. The Smithsonian effort was a
direct collaborative effort of the libraries, archives, museums, and information technology staff that generated new pathways
for collaboration between these units. As the world’s largest museum complex, these Smithsonian units serve as a microcosm
for collaboration in the information age. The Flickr Commons project provided insights into how the knowledge, skills, and
abilities of libraries, archives, and museums (LAM) can converge in the Web 2.0 environment to provide collection access to
new, and in some cases unknown, audiences. Simultaneously, by putting “LAM” content into an environment that allows for direct
interaction by these audiences, the knowledge of the content for holding institutions is enriched. By exposing Smithsonian
content within the Flickr environment, the Institution is learning what content is desired by the Web 2.0 world, how to bring
crowd-sourcing into professionally curated collections, and how to bring diverse institutional skills together in a collaborative
project. 相似文献
159.
Norah E. Dunbar Matthew L. Jensen Lindsey A. Harvell-Bowman Katherine M. Kelley Judee K. Burgoon 《Communication methods and measures》2017,11(2):121-136
Rapid Judgments (RJs) are quick assessments based on indirect verbal and nonverbal cues that are known to be associated with deception. RJs are advantageous because they eliminate the need for expensive detection equipment and only require minimal training for coders with relatively accurate judgments. Results of testing on two different datasets showed that trained coders were reliably making RJs after watching both long and short interaction segments but their judgments were not more accurate than the expert interviewers. The RJs did not discriminate between truth and deception as hypothesized. This raises more questions about the conditions under which making RJs from verbal and nonverbal cues achieves accurate detection of veracity. 相似文献
160.