全文获取类型
收费全文 | 153篇 |
免费 | 3篇 |
专业分类
教育 | 105篇 |
科学研究 | 18篇 |
各国文化 | 3篇 |
体育 | 11篇 |
文化理论 | 5篇 |
信息传播 | 14篇 |
出版年
2022年 | 1篇 |
2021年 | 5篇 |
2020年 | 4篇 |
2019年 | 3篇 |
2018年 | 10篇 |
2017年 | 5篇 |
2016年 | 4篇 |
2015年 | 2篇 |
2014年 | 2篇 |
2013年 | 34篇 |
2012年 | 4篇 |
2011年 | 3篇 |
2010年 | 3篇 |
2009年 | 8篇 |
2008年 | 5篇 |
2007年 | 7篇 |
2006年 | 4篇 |
2005年 | 8篇 |
2004年 | 4篇 |
2003年 | 2篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1979年 | 2篇 |
1970年 | 1篇 |
1968年 | 1篇 |
1917年 | 2篇 |
1915年 | 1篇 |
1910年 | 2篇 |
1907年 | 3篇 |
1905年 | 1篇 |
1902年 | 1篇 |
1899年 | 1篇 |
1892年 | 1篇 |
排序方式: 共有156条查询结果,搜索用时 15 毫秒
81.
Daniel C. Levy 《European Journal of Education》2012,47(2):178-197
The importance of private higher education (PHE) is increasingly clear globally. But does Europe fit the global generalisation? This question can be assessed with reference to two major considerations: the size of PHE and the degree of private-public difference. The growth of PHE in Europe has been delayed and limited compared to that in most of the world, though still significant. For the 27-member European Union, the PHE share is best put at 12%, with a modestly higher share for Europe more broadly defined. Europe's PHE share is thus less than half that of the global share. The regional share is considerably higher in Eastern than in Western Europe. In terms of distinctiveness, European PHE differs from public higher education in important respects that reflect world patterns. Inter-sectoral differences are decisive in finance. Though less quantifiable, they appear fundamental albeit blurred in some but not all aspects of governance and activities. Blurring in activities, governance, and even finance occurs through changes within both sectors, especially through partial privatisation within the public sector. Still, Europe's private sector is far from simply isomorphic to the public sector. Considering together size and distinctiveness, a reasonable assessment is that PHE has moderate and increased importance in Europe. 相似文献
82.
‘You have to understand words … but not read them’: young children becoming readers in a digital age
Rachael Levy 《Journal of Research in Reading》2009,32(1):75-91
Given that many young children now enter their early years in education as competent and frequent users of digital technology, this paper examines how this experience influences children's perceptions of reading. Drawing from research conducted with 12 young children (aged 3–6) this paper reports on the ways in which these children were interacting with screen texts and using them to develop strategies to make sense of a whole variety of symbolic representations, including print. It is argued that the medium of computer technology in particular was seen to encourage young children to develop both understandings about texts and the skills needed to read them. This included specific aspects of print awareness as well as a general confidence in handling print. However, this confidence appeared to diminish as the children encountered ‘schooled’ approaches to print literacy. It is therefore concluded that schools need to find ways in which to capitalise on the use of multimedia in order to promote confidence and skills in young readers today. 相似文献
83.
84.
G L Hendrickson R K Anderson R I Levy 《Bulletin of the Medical Library Association》1986,74(3):243-248
This report describes the Integrated Academic Information Management System (IAIMS) prototype project at the Columbia-Presbyterian Medical Center, the factors that led to the selection of this particular project, and the planning for its implementation. The lessons learned to date and implications for the library are summarized. 相似文献
85.
86.
Although research has established that performance on a rapid automatized naming (RAN) task is related to reading, the nature
of this relationship is unclear. Bowers (2001) proposed that processes underlying performance on the RAN task and orthographic knowledge make independent and additive
contributions to reading performance. We examined the benefits of training orthographic pattern recognition and speeded letter
recognition for children in Grades 1 and 2 with slow naming speed. Children first received training in either orthographic
pattern recognition or speeded letter recognition, and then switched to the other type of training. Results indicated that
speeded letter recognition can improve through training, but only when preceded by training in orthographic pattern recognition.
Orthographic pattern recognition training improved the accuracy and speed of reading training words, whether training occurred
alone or following letter training. Letter training prior to the orthographic training provided no additional benefit. Together,
these results argue for the importance of orthographic training for children with slow naming speed. 相似文献
87.
Jacob J. Levy Kenya Thompson‐Leonardelli Nathan Grant Smith M. Nicole Coleman 《Journal of College Counseling》2005,8(2):107-117
The present study examined the relationship between attrition after intake and the length of time that clients spent on a waiting list by client race and problem type. Participants were 1,461 clients who completed an initial intake evaluation at a large, Mid‐Atlantic counseling center over a 6‐year period. Full‐factorial hierarchical logistic regression analyses revealed that African American clients were less likely to return for counseling than were European American clients, regardless of the problem type. 相似文献
88.
89.
Ayalon Michal Naftaliev Elena Levenson Esther S. Levy Sigal 《International Journal of Science and Mathematics Education》2021,19(8):1695-1716
International Journal of Science and Mathematics Education - This study explores secondary mathematics teachers’ attention to the three components of Jaworski’s (1992) “teaching... 相似文献
90.
Factors associated with transitional shifts in college students' physical activity behavior 总被引:1,自引:0,他引:1
The Transtheoretical Model (Prochaska & Marcus, 1994) has been widely used as a framework for understanding exercise behavior change. The purpose of this study was to clarify equivocal research findings reported for model predictions when examining stage movement over time rather than static stages and to provide some evidence of the construct validity of transitional stages. Participants were female (n = 285) and male (n = 243) undergraduates (M age = 19.9 years, SD = 2.7) who completed previously validated questionnaires twice, separated by 9 weeks, that assessed stage of change, exercise behavior, processes of change, pros and cons of exercise, and exercise self-efficacy. Participants were classified into one of five transitional shift groups based on their responses at baseline and follow up: (a) stable sedentary, (b) stable active, (c) activity adopters, (d) activity relapsers, and (e) perpetual preparers. Results of a 5 (group) x 2 (time) repeated measures (RM) analysis of variance (ANOVA) examining exercise behavior revealed a significant interaction (p < .001) and supported transitional stage classification, with activity adopters and stable actives increasing exercise over time and relapsers decreasing activity. Separate 5 (group) x 2 (time) RM ANOVAs examining model constructs revealed no significant interaction for cognitive processes of change; however, activity adopters and stable actives reported significant (p < .01) increases in the use of behavioral processes over time, while only the activity relapsers and perpetual preparers reported decreases. Activity relapsers also reported significant (p < .05) decreases in the pros of exercise. No significant interactions were found for the cons of exercise behavior. Unlike findings reported in cross-sectional studies, increases in self-efficacy did not accompany increases in exercise stage. The findings strongly support examination of stage movement classifications rather than static stages, as these transitions provide greater insight into the mechanisms of exercise behavior change. 相似文献