全文获取类型
收费全文 | 1175篇 |
免费 | 24篇 |
专业分类
教育 | 912篇 |
科学研究 | 24篇 |
各国文化 | 18篇 |
体育 | 64篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 171篇 |
出版年
2024年 | 2篇 |
2023年 | 8篇 |
2022年 | 16篇 |
2021年 | 32篇 |
2020年 | 41篇 |
2019年 | 62篇 |
2018年 | 69篇 |
2017年 | 97篇 |
2016年 | 64篇 |
2015年 | 45篇 |
2014年 | 62篇 |
2013年 | 264篇 |
2012年 | 37篇 |
2011年 | 47篇 |
2010年 | 33篇 |
2009年 | 40篇 |
2008年 | 36篇 |
2007年 | 34篇 |
2006年 | 25篇 |
2005年 | 16篇 |
2004年 | 28篇 |
2003年 | 18篇 |
2002年 | 21篇 |
2001年 | 14篇 |
2000年 | 14篇 |
1999年 | 7篇 |
1998年 | 9篇 |
1997年 | 7篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 10篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有1199条查询结果,搜索用时 10 毫秒
71.
Lisa B. Weber 《Archival Science》1987,1(2):9-13
Conclusion It is easy to get bogged down in the complexities of this topic. What is most important to keep in mind, (and what we tell
the SAA MARC-AMC workshop participants) is to create a catalog record that expresses to the user what you want it to. However,
this is often easier said than done. 相似文献
72.
Doulas, women who primarily provide social support during childbirth, have been associated with a number of positive health outcomes. Because the primary model of practice for doulas is a fee-for-service model in which families privately hire a doula, many expectant women who could benefit from doula support are unable to access the service. The Doulas Care program, located in Ann Arbor, Michigan, represents one model in which doulas provide services without charge. As a result of their extended role in the community, doulas who work with the Doulas Care program have unique educational needs. Through the use of focus groups with the program's volunteer doulas, educational needs related to overcoming barriers to being a doula working in the community were identified. Recommendations for education and training are made to improve the support doulas offer as community health outreach workers. 相似文献
73.
Abstract This article aims to capture the spirit and content of a lively exchange among museum staff members at the Denver Art Museum. It began as a conference call and continued as an online dialogue about how definitions of success have evolved with advances in technology and changing expectations of visitors. Together we explored how DAM staff encourage more active participation in the museum and the creative tension that ensues between visitor co‐creation and institutional control. Woven throughout this conversation are examples that demonstrate the need to move fluidly between high tech and low tech interpretives, onsite and online experiences, and the impact of environments that break down museum stereotypes. It is our hope that this discussion will spark similar dialogues among colleagues in individual institutions and in the profession at large. Readers are encouraged to respond through the blog at Curator’s new website: http://www.curatorjournal.org . 相似文献
74.
75.
How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants’ sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of thinking space qualities and data-driven categories of experience space qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program’s daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed. 相似文献
76.
Lisa Trimble 《Sex education》2013,13(1):51-64
One of the hallmarks of sex education traditionally has been its Cartesian endorsement of mind/body dualism; we have preferred to equate ‘self’ as synonymous with ‘mind’, and have invested heavily in believing in the valence of rationality‐based sexualities education. We generally do not consider the way ‘self’ negotiates, interprets and relates to sexual knowledge in all of our complexity, including our messy, embodied and emotional lives. In this paper I address what I think are several much‐needed conversations for a holistic pedagogy of sexualities to incorporate, including the falseness of the mind/body split, reconsidering what counts as sexual knowledge, the role of the performative in communicating our sexual knowing, and the importance of considering affect in learning about sexualities. The second part of the paper examines pedagogical considerations currently absent in dialogues of sexualities education, such as incorporating transformational learning strategies in teaching sexualities, and what it means to educate toward being a sexual citizen. Finally, I will outline how discussions of epistephenomenology (our relationship to and how we experience knowledge) can contribute to moving toward a vision of a critical, cultural sexualities education. 相似文献
77.
Ryan S. Baker Arnon Hershkovitz Lisa M. Rossi Adam B. Goldstein Sujith M. Gowda 《学习科学杂志》2013,22(4):639-666
We present a new method for analyzing a student's learning over time for a specific skill: analysis of the graph of the student's moment-by-moment learning over time. Moment-by-moment learning is calculated using a data-mined model that assesses the probability that a student learned a skill or concept at a specific time during learning (Baker, Goldstein, & Heffernan, 2010, 2011). Two coders labeled data from students who used an intelligent tutoring system for college genetics. They coded in terms of 7 forms that the moment-by-moment learning curve can take. These labels are correlated to test data on the robustness of students’ learning. We find that different visual forms are correlated with very different learning outcomes. This work suggests that analysis of moment-by-moment learning curves may be able to shed light on the implications of students’ different patterns of learning over time. 相似文献
78.
Lisa Miller 《Community College Journal of Research & Practice》2013,37(7):515-529
ABSTRACTThis study expanded on previous models that looked primarily at student and support factors related to student retention and examined other stakeholder group functions not previously reviewed in relation to student retention. The research question assumed that greater faculty participation in campus decision-making and faculty satisfaction would have been associated with a higher campus student retention rate. The non-experimental retrospective design examined the unanalyzed 2007 community college (CC) Changing Academic Profession (CAP) survey in relation to campus retention rates. The CAP captured faculty perceptions of whether faculty or non-faculty entities were the primary influence on decisions regarding academic matters, as well as a rating of faculty satisfaction. Analysis indicated that CC faculty rated their participation in campus decision-making versus non-faculty entities similarly to the ratings of faculty who had completed the CAP at four-year institutions. When compared with the 2007 retention rate per campus, only faculty job satisfaction was statistically significantly positively associated with student retention. Recommendations for future research include continuing to look at retention as an outcome of a multi-factorial model involving all campus stakeholders, and more research with retention as the outcome. 相似文献
79.
Lisa Jones 《体育哲学杂志》2019,46(2):276-291
ABSTRACTProfessional wrestling is a popular, global, performance phenomenon that is in many respects sport-like, but tends to be shunned by serious sports fans for its alleged ‘fakeness’. Yet its own fans often behave exactly like regular sports fans: getting caught up in the action, responding emotionally to the performances, and engaging in critical analysis of the competitive strategies and the turns of events. How does this alleged ‘fake sport’ engender such complex and deeply emotional appreciation? Here I provide an analysis of pro-wrestling that explains and emphasises its narrative, dramatic and fictional aspects, showing it to be a complex representational work that can be appreciated aesthetically and emotionally on a number of levels. 相似文献
80.
Colleges and universities in the United States often promote diversity through a neoliberal lens by framing diversity as a celebration of individual differences or a commodity that students can gain by attending their institution. In communication courses, diversity has been conceptualized through both neoliberal and critical lenses, but limited research has investigated how communication students define and explain diversity. The focus of this study was to understand how communication students define diversity. We performed thematic analyses on open-ended survey responses to investigate how communication students define diversity. Four themes emerged from our analyses: (a) diversity is a mechanism for unifying communities, (b) diversity is an affirmation of individual differences, (c) diversity is a harbinger of acceptance and equality, and (d) diversity is a disruptive force that re-centers the voices of traditionally marginalized people. Our findings indicate most communication students define diversity through a neoliberal lens. However, 3% of our participants conceptualized diversity through a critical lens by explaining that diversity should create space for those who are marginalized to have their voices heard. We conclude by providing recommendations for communication instructors to incorporate more critical conversations about diversity into their classrooms and foster diverging discourses about diversity across communication curricula. 相似文献