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61.
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
62.
63.
Kelley S. Regan Anya S. Evmenova Leigh Ann Kurz Melissa D. Hughes Donna Sacco Soo Y. Ahn Nichole MacVittie Kevin Good Andrea Boykin Jessica Schwartzer David S. Chirinos 《Learning disabilities research & practice》2016,31(2):113-122
Scripted lesson plans and/or professional development alone may not be sufficient to encourage teachers to reflect on the quality of their teaching and improve their teaching. One learning tool that teachers may use to improve their teaching is Lesson Study (LS). LS is a collaborative process involving educators, based on concepts of iteration and revision, to improve instruction. The initial use of an adapted version of LS referred to as a microteaching lesson study (MLS) is described in this article. Our purpose is to illustrate the process of MLS used by a group of researchers when developing lesson plans for teaching students with learning disabilities. We describe MLS, and then (1) share an application of MLS used by a research team in developing a writing intervention, and (2) discuss how the MLS format was mirrored with K‐12 teachers during professional development training. 相似文献
64.
Leigh Burstein 《Educational Measurement》1990,9(3):23-26
How can the use of norm-referenced tests be changed to lead to more accurate reporting of results? What kinds of information should states and districts be using to contextualize their reports of test results? 相似文献
65.
Despite the apparent lack of universally accepted goals or objectives for elementary science methods courses, teacher educators nationally are autonomously designing these classes to prepare prospective teachers to teach science. It is unclear, however, whether science methods courses are preparing teachers to teach science effectively or to implement the National Science Education Standards (National Research Council, 1996). Using the Science Teaching Standards as a framework for analysis, this research proceeded in two phases. During the first phase, the elementary science methods courses, perspectives, and practices of six science teacher educators were examined to determine similarities and differences in the course goals and objectives, overall emphases, and their efforts to prepare their students to implement the Science Teaching Standards. The second phase of the study investigated the elementary science methods courses of a national sample of science teacher educators as reflected in their course syllabi. It was found that universal inclusion of content related to the Science Teaching Standards does not exist, nor are there clear linkages between course goals, activities, and assignments. 相似文献
66.
A sample of elementary school- and high school-age deaf students in special education programs in the Australian state of Queensland using Australasian Signed English (ASE) took the Test of Syntactic Abilities (Quigley, Steinkamp, Power, & Jones, 1978) and wrote a story in response to a wordless picture sequence. Several analyses of the students' test scores and of the written language of their stories were undertaken. It was found that classroom use of ASE was of benefit to these students in developing English and telling a story in writing, but that there were complex aspects of syntax that required special teaching. The implications for the use of Signed English systems and the teaching of English to deaf students who use Signed English communication are examined. 相似文献
67.
Donald L. Campbell Dennis L. Peck Charles J. Horn Robert K. Leigh 《Educational technology research and development : ETR & D》1987,35(2):95-103
A comparison of the performance of two groups of third-grade students practicing division problems is used to assess the effect
of a commercial computer-assisted instruction (CAI) drill program on learning. The progress of the experimental group, who
used the computer drill program, is compared with a similar group of students using a conventional print drill method. The
data demonstrate that after five weeks of practice, no significant differences existed in the achievement level of either
the experimental group or the control group. The findings further suggest that use of computer drill materials may be no more
effective than print drill materials for assisting third-grade students to achieve proficiency level in learning division
of whole numbers. 相似文献
68.
Hui Liu Steve Leigh 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(1):17-32
The purpose of this study was to determine the effects of sequences of the trunk and arm angular motions on the performance of javelin throwing. In this study, 32 male and 30 female elite javelin throwers participated and were separated into a short official distance group or a long official distance group in each gender. Three-dimensional coordinates of 21 body landmarks and 3 marks on the javelin in the best trial were collected for each subject. Joint center linear velocities and selected trunk and arm segment and joint angles and angular velocities were calculated. The times of the initiations of the selected segment and joint angular motions and maximum angular velocities were determined. The sequences of the initiations of the selected segment and joint angular motions and maximum angular velocities were compared between short and long official distance groups and between genders. The results demonstrated that short and long official distance groups employed similar sequences of the trunk and arm motions. Male and female javelin throwers employed different sequences of the trunk and arm motions. The sequences of the trunk and arm motions were different from those of the maximal joint center linear velocities. 相似文献
69.
Batsell WR Wakefield E Ulrey LA Reimink K Rowe SL Dexheimer S 《Learning & behavior》2012,40(2):180-194
The present series of five flavor aversion experiments with rat subjects examined compound conditioning at varying CS-US intervals. Using a taste-taste design, Experiments 1A and 1B demonstrated overshadowing at a 0-min CS-US interval and potentiation at a 120-min CS-US interval, and these effects occurred with both tastes of the compound. Experiment 2 showed that the aversion to a single element is reduced when the CS-US interval is increased to 120 min, but the aversion for a compound taste is not. Experiments 3A and 3B explored odor + taste compound conditioning; the results demonstrated odor potentiation across the trace interval and a transition from taste overshadowing to taste potentiation. Collectively, the data show that the change from overshadowing to potentiation was not due to changes in the aversions produced by compound conditioning but, instead, was due to a more rapid loss of conditionability across a trace interval prior to the US in single-element conditioning. These experiments suggest that following compound conditioning, the aversion to each element represents generalization decrement from the configured compound, but the designation of overshadowing or potentiation actually depends on the status of conditioning in the single-element control. 相似文献
70.
Anti-racist efforts require talking with children about race. The present work tested the predictors of U.S. adults' (N = 441; 52% female; 32% BIPOC participants; Mage = 35 years) conversations about race with children across two timepoints in 2019. Approximately 60% of adult participants talked to their children (3–12 years) about race during the preceding week; only 29% talked to other adults about race during the same period. This paper describes the content and predictors of conversations about race, revealing how conversations differ depending on the participant's race, a child's age, and whether the conversation occurs with children or another adult. These data have important implications for theorizing about when, why, and how adults actually talk about race with children and adults. 相似文献