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181.
Sasha A. Barab Bruce E. Bowdish Kimberly A. Lawless 《Educational technology research and development : ETR & D》1997,45(3):23-41
In this study we explored the use of log files as a window into the process of hypermedia navigation. Although there is a
growing body of research addressing theoretical and design issues related to open-ended, non-directive technologies such as
hypermedia, relatively few studies have attempted to explain navigational performance. Sixty-six undergraduate students used
a multidimensional, computer-based kiosk that could be explored in a nonlinear fashion to find information in response to
one of two information-retrieval tasks (simple or complex). Cluster analysis was used to generate performance profiles derived
from navigational data captured in log files. Analyses of within-cluster performance profiles, combined with external validation
criteria, led to the classification of four different types of navigational performance (models users, disenchanted volunteers,
feature explorers, and cyber cartographers). These characterizations were consistent with information-retrieval scores and
the external criteria (self-efficacy, perceived utility, and interest). For example, individuals who appeared to take the
time to learn the layout of the kiosk also had the highest self-efficacy, while those who used the help screen and watched
the most movies had the lowest self-efficacy. Results also demonstrated an interaction between various individual navigational
profiles and type of information-retrieval task. 相似文献
182.
Integrating technology in a field-based teacher training program: The PT3@ASU project 总被引:4,自引:0,他引:4
Thomas Brush Krista Glazewski Kathy Rutowski Kimberly Berg Charlotte Stromfors Maria Hernandez Van-Nest Laura Stock Jean Sutton 《Educational technology research and development : ETR & D》2003,51(1):57-72
The Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. At Arizona State University, these efforts have focused on providing preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that utilize technology effectively and appropriately in authentic situations, to give them the myriad of tools necessary to integrate technology into teaching and learning activities. This paper focuses on the integration of these efforts into the field-based elementary education program, and discusses our formative evaluation of the field-based technology integration model, through the following questions: What are the preliminary successes of the model with regard to student perceptions, attitudes, and integration of technology into instructional activities? and What components of the model require additions or modifications? 相似文献
183.
Tower of Hanoi has become a popular tool in cognitive and neuropsychology to assess a set of behaviors collectively referred to as executive functions. Substantial variability in performance on the Tower of Hanoi (TOH) disk-transfer task among normally functioning young adults, and potential contributions to these individual differences, were examined. In this expanded 60-problem version of the four-disk TOH, the degree to which problem administration (blocked vs. random) and strategy knowledge influenced overall performance and changes in accuracy across problems was examined. Eighty-seven college students were randomly assigned to a Blocked Group (problems given in ascending order of move-length) and a Random Group (problems given in a random order). After administration of the TOH task, participants described their problem solving and these verbal protocols were analyzed with regard to four elements of a strategic approach to problem solving. Problem administration order demonstrated no effect on task performance or on expressed strategy knowledge; however, strategy knowledge did predict performance on the TOH. An expected decrease in performance across trials was observed in the Blocked Group, and an increase in accuracy in the Random group indicated a learning effect. Strategy knowledge did not interact with these changes in performance across the items. These results suggest that external cues do not influence performance on the TOH to the same extent as individual differences in strategy induction relatively early in the problem solving process. 相似文献
184.
Dawna Wilson Kimberly M. Lowry 《Community College Journal of Research & Practice》2017,41(4-5):267-272
ABSTRACTRecent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five percent of participants self-reported as Hispanic/Latino with the remaining 25% identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations. 相似文献
185.
Preschool emotional competence: pathway to social competence? 总被引:11,自引:0,他引:11
Denham SA Blair KA DeMulder E Levitas J Sawyer K Auerbach-Major S Queenan P 《Child development》2003,74(1):238-256
Preschoolers' (N = 143) patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed. Their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling, both concurrently and across time. Moderation of key results by age and sex was also explored. Emotional competence assessed at 3 to 4 years of age contributed to both concurrent and kindergarten social competence. Even early in the preschool period, contributions of emotional competence to social competence have long-term implications. 相似文献
186.
187.
Kathryn Matthew Elizabeth Stephens Rebecca Callaway Catherine Letendre Kimberly Kimbell-Lopez 《Technology, Pedagogy and Education》2013,22(1):45-62
Abstract Research evidence suggests teacher educators who role model the use of information communication technology (ICT) in their practice help their students build confidence and competence as ICT users. This research finding is also supported by feedback from Louisiana Tech University students in teacher education. Research also indicates that a number of factors impact the adoption of ICT in the practice of teacher educators. This research has examined one of these factors, namely the benefits of one-on-one coaching for teacher educators by technology coaches as they worked together to learn to use technology. Participants included 33 teacher educators from Louisiana Tech University and 14 pre-service teachers. The pre-service teachers served as technology coaches and worked with the teacher educators in their offices and classrooms as they learned to use technology for their personal benefit and to integrate technology into their teaching. Interviews and observations indicated that coaches as well as teacher educators benefited from the relationship and both groups increased their technology competency. 相似文献
188.
Jaehee Cho Dina Inman Ramgolam Kimberly Mary Schaefer Anu Nadina Sandlin 《Journal of Applied Communication Research》2013,41(1):38-54
This study investigates the relationship between communication overload and uses of diverse communication channels in terms of their level of synchronicity. Emphasis on the synchronicity of any given channel reveals how temporal elements (i.e., rate and processing time) play an important role in perceptions of communication load. Additionally, this study examines the association between communication overload, organizational identification and job satisfaction. Findings reveal: (a) both high and low synchronous channels are associated with increased reports of communication overload; (b) a mediating effect of organizational identification on the relationship between communication overload and job satisfaction; and (c) a moderating effect of communication overload on the relationship between low synchronous channels and organizational identification. 相似文献
189.
Linda Hasman Toni Hoberecht Kimberly Pullen 《Medical reference services quarterly》2013,32(4):439-443
This is the last Informatics Education column under the current editors. The outgoing co-editor identifies several key themes that describe the column during her tenure. The main theme discovered while reviewing the columns published over the last five years is technology. Technological changes and advances have affected the way in which librarians conduct instruction, such as incorporating e-learning with traditional workshops and in-class sessions. Technology plays a key role in all of the themes that emerged. The incoming editors imagine what the future themes will be for the Informatics Education column. 相似文献
190.
The Language of Laughter: A Quantitative/Qualitative Fusion Examining Television Narrative and Humor
Evan A. Lieberman Ph.D. Kimberly A. Neuendorf Ph.D. James Denny M.A.C.T.M. Paul D. Skalski Ph.D. Jia Wang B.A. 《广播与电子媒介杂志》2013,57(4):497-514
This study utilizes multiple methods to analyze the effects of a laugh track on audience response to four episodes of the classic sitcom, “The Andy Griffith Show.” An experimental design and a narratological approach are used in concert. One of the four episodes stood out quantitatively in terms of perceived humor and overall enjoyment, and was the only episode for which the laugh track had a negative impact. Narratological richness might explain the anomalous episode, as it was found to possess a more complex story structure, higher levels of satire, and other distinctive elements found to have high audience appeal. 相似文献