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Gender discrimination in academia was examined by means of a climate survey at a research university, which asked faculty about their experiences, observations, and satisfaction within their work environment. Overall, responses indicated that most faculty felt satisfied with key aspects of their environment, and many felt they had experienced, or observed, little or no discrimination. However, among those who did report personally experiencing discrimination, there were consistent gender differences across all areas. Specifically, women were more likely than men to report that they had experienced exclusion by colleagues, inappropriate sexual attention from colleagues or administrators, demeaning or intimidating behaviors from students, colleagues, or administrators, and unfair treatment in processes of hiring, reappointment, promotion, or tenure. 相似文献
264.
Since the 1990s, researchers have increasingly drawn attention to the multiplicity of representations used in science. This
issue of RISE advances this line of research by placing such representations at the centre of science teaching and learning. The authors
show that representations do not simply transmit scientific information; they are integral to reasoning about scientific phenomena.
This focus on thinking with representations mediates between well-resolved representations and formal reasoning of disciplinary
science, and the capacity-limited, perceptually-driven nature of human cognition. The teaching practices described here build
on three key principles: Each representation is interpreted through others; natural language is a sign system that is used
to interpret a variety of other kinds of representations; and this chain of signs or representations is ultimately grounded
in bodily experiences of perception and action. In these papers, the researchers provide examples and analysis of teachers
scaffolding students in using representations to construct new knowledge, and in constructing new representations to express
and develop their knowledge. The result is a new delineation of the power and the challenges of teaching science with multiple
representations. 相似文献
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266.
The teacher–student relationship is viewed as integral to successful teaching and learning but, outside of a few exceptions, ethical boundary issues in this relationship have not been explored. The purpose of this study was to examine teachers' perspectives of their relationships with their students as well as how they described and negotiated relationship boundaries. Findings were organised into a typology of 11 categories of boundaries. The balance between demonstrating care while maintaining a healthy, productive level of control in the classroom was a recurring theme when discussing the boundaries. 相似文献
267.
This study investigated the performance of 13 graduate students' collaborative efforts toward a group research project in an Instructional Analysis, Design, and Evaluation online course. Gaps between course expectations from the instructor and student collaborative performance were identified through the review of the team agreement, the use of surveys, and focus group interviews. Performance gaps occurred in the areas of communication, assignment completion, and group cohesiveness. These performance gaps were caused by lack of knowledge and skills, motivation, and/or organizational support. Appropriate intervention strategies such as effective group interaction and communication, building relationships and establishing trust, periodic review of team agreements, mini‐training sessions on collaboration and supportive behaviors, and role differentiations and collaborative task designation are presented. Instructors who are interested in incorporating group research projects into their future online courses may consider implementing these interventions to facilitate the improvement of students' collaborative efforts. 相似文献
268.
Lori Wynia 《TechTrends》2000,44(4):39-41
Conclusion I continue to believe that distance education through interactive television has merit. All participating students felt moderately
satisfied with the quality of their education regardless of the classroom type. We as educators cannot ignore the areas of
lower satisfaction, however. To improve the quality of ITV educational opportunities we must look to enhancing the strengths
of ITV and compensating for the perceived weaknesses remote classroom students face. The primary factor relies heavily upon
the instructor. Students tell us that the physical presence of the faculty member is important because it greatly improves
the level of communication both in and out of the class period. If we as professors can enhance and magnify that communication
through such avenues as online chat rooms, virtual office hours, responsive e-mail, and remote site visits, even students
at remote sites may find higher satisfaction through education at a distance 相似文献
269.
ABSTRACTComputer algorithms, the logic and code that power automated decision-making programs, increasingly dominate many aspects of modern society. There are already many examples of institutional biases – including ideological bias, racism, sexism, ableism – being solidified in algorithms, causing harm to already underprivileged populations. This article explores library-specific and society-wide examples as well as efforts to prevent the implementation of these biases in the future. 相似文献
270.
Lori Lysiak Emily Mross Victoria Raish 《Journal of Library & Information Services in Distance Learning》2018,12(1-2):13-34
In response to strategic and administrative goals, a large R1 public university with 24 campuses developed a programmatic embedded librarian pilot in 2016. This pilot provided high-level embedded librarianship to a growing online education program with learners located domestically and abroad. Embedded teams included librarians at regional campuses, instructional designers, and course faculty. Together the teams created new support systems and resources for online learners. This case study offers reflections and considerations for a team-based approach to high-level embedded librarianship online. Ultimately, the authors determined that successful programmatic embedded librarianship must be strategic and intentional with carefully cultivated, team-designed courses. 相似文献