全文获取类型
收费全文 | 385篇 |
免费 | 22篇 |
国内免费 | 1篇 |
专业分类
教育 | 307篇 |
科学研究 | 7篇 |
各国文化 | 3篇 |
体育 | 27篇 |
文化理论 | 1篇 |
信息传播 | 63篇 |
出版年
2024年 | 2篇 |
2023年 | 9篇 |
2022年 | 8篇 |
2021年 | 8篇 |
2020年 | 24篇 |
2019年 | 31篇 |
2018年 | 40篇 |
2017年 | 35篇 |
2016年 | 27篇 |
2015年 | 24篇 |
2014年 | 24篇 |
2013年 | 68篇 |
2012年 | 16篇 |
2011年 | 8篇 |
2010年 | 12篇 |
2009年 | 7篇 |
2008年 | 5篇 |
2007年 | 3篇 |
2006年 | 15篇 |
2005年 | 2篇 |
2004年 | 4篇 |
2003年 | 5篇 |
2002年 | 2篇 |
2001年 | 6篇 |
2000年 | 4篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1979年 | 1篇 |
1976年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有408条查询结果,搜索用时 15 毫秒
81.
Jennifer L. Bevan Karin D. Tidgewell Karissa C. Bagley Lauren Cusanelli Meredith Hartstern Domina Holbeck 《Communication quarterly》2013,61(1):61-77
The present study utilized a scale that measured Bevan, Hale, and Williams' (2004) serial argumentation goals and associated these goals with the perceived resolvability of the serial argument and serial argument conflict tactics. College students reporting on current and former dating partnerships completed a written survey containing close-ended items. Six of Bevan et al.'s (2004) ten original goals again emerged from data analyses, and the four remaining goals combined to form a single goal. These seven serial argument goals were related to perceived resolvability and conflict tactics in generally expected ways. 相似文献
82.
This mixed-methods case study examined the notebook entries of one class of 22 second graders as a way of examining how teacher identity shaped the way students experienced their science curriculum. These notebook entries were created during lessons with three different teachers over the course of one school year, using similar kit-based materials to teach science. The entries were coded for inquiry phase, percent missing or incomplete entries, and driving force (teacher-driven, student-driven, or balanced); chi-squared analyses revealed significant differences among the notebook entries created by the same students during lessons taught by each of the three teachers. Qualitative observations of each teachers' instruction around notebook use supported these quantitative differences, and suggested that the differences in curriculum as experienced by students could be attributed to differences in teacher identity, both who the teacher is and what they do in the classroom. These findings indicate that students' notebooks are useful tools for examining how teachers' identities might shape how elementary students experience science curriculum, and that they can be used to help structure more effective professional development plans for each teacher. 相似文献
83.
84.
85.
Lauren Crigler Alfredo L. Fort Orla de Diez Susan Gearon Hayk Gyuzalyan 《Performance Improvement Quarterly》2006,19(1):99-116
Improving healthcare services in the developing world remains a major goal for many organizations and despite enormous training and program investments from international organizations, service improvements have been modest. This study looks at how to improve results by examining the relationship between the conditions in a healthcare providers' work environment and his or her performance. Drawing upon a human performance model that assumes that performance expectations, timely feedback, adequate environment, incentives, and skills and knowledge are required for a worker to perform well, this study explores how these conditions might affect healthcare provider performance in four countries. The study successfully shows that although multiple conditions were deficient or missing in every country, significant association is found between the performance of workers and conditions in the workers environment. Further, when viewed across all countries, non‐monetary incentives is the most powerful “predictor‘ of performance when compared with other factors. Of particular interest to Performance Improvement practitioners, knowledge and skills surfaced as important in only three of eight possible cases (with multiple cases in each country)—the least influential factor overall. 相似文献
86.
Lauren Cifuentes Karen L. Murphy 《Educational technology research and development : ETR & D》2000,48(1):69-83
We explored the effectiveness of distance learning and multimedia technologies in facilitating an expanded learning community
among two teachers and their students in geographically separated schools. The teachers collaboratively developed curricular
activities and identity-forming multicultural activities for their K-12 students to conduct over the distance. Predominantly
Hispanic students in a school on the Texas border with Mexico communicated regularly over a school year with diverse students
in a partner school hundreds of miles to the north. They participated in collaborative activities and shared multimedia files
via interactive videoconference. Using qualitative research methods, we discovered that the participating teachers developed
empowering multicultural relationships while their students developed multicultural understanding and positive self-concept.
Examples of empowerment and positive self-concept included raised levels of academic aspirations and heightened poise during
public speaking.
Thanks to Lucy Cifuentes, Sharon Clark, Trina Davis, and Teri Metcalf for their contributions of raw data and earlier versions
of writings about Cultural Connections. Also, thanks to Ester Gonzales and Trina Davis for permitting us to use their names
in this paper. 相似文献
87.
88.
Lauren Trimble 《Learned Publishing》2018,31(1):21-24
Key points
- Testing for accessibility after extensive changes to a website and addressing them as technical debt is unsustainable in the long term.
- To stay modern and efficient, providers of digital content to academic institutions should build accessibility into development.
- For JSTOR, working with participating institutions to understand their concerns was essential to reaching WCAG 2.0 AA conformance.
- With Artstor recently joining ITHAKA, we face the challenge of making a visual archive accessible.
89.
90.