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181.
Kathy Seddon Keith Postlethwaite Geoff Lee 《Education and Information Technologies》2011,16(4):343-363
This study explored the range of participation taking place in the National College for School Leadership (NCSL) online communities
and focussed on participants who defined themselves as not actively contributing to the online discussion. We called these
non-contributory participants “readers” Whilst we recognised that an individual community member’s degree of participation
might simply reflect their choice, we wanted to ensure that where fuller active participation was sought, there were no system
or personal barriers to prevent it. A literature review with a dual focus was therefore made, the first element being factors
in the online environment that might affect participation, and the second being personal motivation where we drew especially
on dynamic motivation theory. A questionnaire was constructed based on this dual review. This had questions that generated
both numerical and text based responses. After a pilot study, alterations in the questionnaire were made and the revised version
was sent to 2,600 recently active community members. Over 750 replies were received yielding qualitative and quantitative
data. Of these, 587 identified themselves as “readers” and only their responses were analysed for this paper. Analysis produced
a very rich picture of motivational factors affecting participation in online communities. Benefits of various types of online
interaction were put forward and suggestions about barriers to online interaction were made. This paper suggests that online
participation may be seen as a continuum and that non contributory online participants (readers) are a far from homogeneous
group ranging from those who experience technical and personal barriers to those who value and gain much from readership.
Suggestions are made to assist readers who would like to take further scaffolded steps towards the role of contributor 相似文献
182.
In this study, we explore institutional forces affecting environmental sustainability in professional sport teams and leagues in North America. Interviews with sport executives and executives from partner groups, 122 websites and organizational documents, and 56 media reports were examined. Data revealed how environmental management practices are being diffused in professional sport organizations. Evidence indicated associative behavior among sport organizations with respect to environmental management. Data also illustrated that media played a role in driving and defining the type and extent of involvement in professional sport teams’ environmental sustainability efforts. We discuss environmental sustainability as it affects a team's or league's CSR related initiatives (i.e., averting legal recourse, saving money, as well as building stronger relationships with stakeholders (e.g., customers, fans, local communities, federal governments and corporate partners)), and speculate how these efforts might evolve and inform the development of environmental sustainability in organizations in the sport, service and entertainment sectors. 相似文献
183.
Gwen Nugent Michael D. Toland Richard Levy Gina Kunz David Harwood Denise Green Kathy Kitts 《Journal of Science Teacher Education》2012,23(5):503-529
The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers?? geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to observe, compare, and investigate geological structures in their natural environment and to gain an understanding of inquiry via hands-on learning activities designed to immerse students in authentic scientific investigation. ANCOVA and MANCOVA analyses examining differences in outcome measures between students in the field experience (n?=?25) and education students enrolled in the traditional, classroom-based course (n?=?37) showed that students in the field course generally had significantly higher scores. Results provide evidence of the value of the field and inquiry-based approach in helping pre-service teachers develop the needed skills and knowledge to create effective inquiry-based science lessons. 相似文献
184.
Learning to become a teacher is a developmental process, part of which is learning to become a reflective practitioner. The authors have implemented a structured approach to developing the habits of critical reflection, the purpose of which is to guide their university students (who are pre-service teachers) to progress through the stages of teacher development and to facilitate self-motivated professional growth. Their attempts to incorporate into these pre-service teachers' learning the ‘practice’ part of reflective practice have included the development of different kinds of practical and applied tasks. In turn, their attempts to incorporate the ‘reflective’ part of reflective practice have involved the embedding in assessment activities of different scaffolds for metacognitive reflection. Their innovative processes of embedding reflection in assessment have been guided by Dewey's and Schön's views of reflection, their own views of the teacher education process, and Brookfield's conception of ‘critical lenses’ which can be used as a scaffold to structure professional growth and development. 相似文献
185.
Higher Education - Experiential teaching practices can provide transformative learning opportunities for students. However, thus far the experiential education literature considers... 相似文献
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Sandra Mathers Faye Linskey Judith Seddon Kathy Sylva 《International Journal of Early Years Education》2007,15(3):261-274
The ECERS‐R and ITERS‐R are among two of the most widely used observational measures for describing the characteristics of early childhood education and care. This paper describes a professional development programme currently taking place in seven regions across England, designed to train local government staff in the application of the scales as tools for improving practice. While the scales offer a transparent and measurable means of assessing and improving quality, a number of differences between criteria presented by the scales and by national regulations, curricular guidelines and notions of quality have been identified. 相似文献
190.
Barbara Mirel Anuj Kumar Paige Nong Gang Su Fan Meng 《Journal of Science Education and Technology》2016,25(1):91-110
Life scientists increasingly use visual analytics to explore large data sets and generate hypotheses. Undergraduate biology majors should be learning these same methods. Yet visual analytics is one of the most underdeveloped areas of undergraduate biology education. This study sought to determine the feasibility of undergraduate biology majors conducting exploratory analysis using the same interactive data visualizations as practicing scientists. We examined 22 upper level undergraduates in a genomics course as they engaged in a case-based inquiry with an interactive heat map. We qualitatively and quantitatively analyzed students’ visual analytic behaviors, reasoning and outcomes to identify student performance patterns, commonly shared efficiencies and task completion. We analyzed students’ successes and difficulties in applying knowledge and skills relevant to the visual analytics case and related gaps in knowledge and skill to associated tool designs. Findings show that undergraduate engagement in visual analytics is feasible and could be further strengthened through tool usability improvements. We identify these improvements. We speculate, as well, on instructional considerations that our findings suggested may also enhance visual analytics in case-based modules. 相似文献