全文获取类型
| 收费全文 | 411篇 |
| 免费 | 3篇 |
专业分类
| 教育 | 325篇 |
| 科学研究 | 11篇 |
| 各国文化 | 3篇 |
| 体育 | 30篇 |
| 文化理论 | 1篇 |
| 信息传播 | 44篇 |
出版年
| 2024年 | 1篇 |
| 2022年 | 1篇 |
| 2021年 | 8篇 |
| 2020年 | 10篇 |
| 2019年 | 13篇 |
| 2018年 | 20篇 |
| 2017年 | 17篇 |
| 2016年 | 15篇 |
| 2015年 | 7篇 |
| 2014年 | 9篇 |
| 2013年 | 115篇 |
| 2012年 | 13篇 |
| 2011年 | 13篇 |
| 2010年 | 14篇 |
| 2009年 | 14篇 |
| 2008年 | 15篇 |
| 2007年 | 12篇 |
| 2006年 | 10篇 |
| 2005年 | 7篇 |
| 2004年 | 8篇 |
| 2003年 | 5篇 |
| 2002年 | 9篇 |
| 2001年 | 3篇 |
| 2000年 | 6篇 |
| 1999年 | 15篇 |
| 1998年 | 1篇 |
| 1997年 | 2篇 |
| 1996年 | 8篇 |
| 1995年 | 3篇 |
| 1994年 | 1篇 |
| 1993年 | 2篇 |
| 1992年 | 5篇 |
| 1991年 | 6篇 |
| 1990年 | 4篇 |
| 1989年 | 4篇 |
| 1988年 | 1篇 |
| 1987年 | 1篇 |
| 1986年 | 2篇 |
| 1985年 | 1篇 |
| 1984年 | 4篇 |
| 1982年 | 1篇 |
| 1981年 | 1篇 |
| 1980年 | 1篇 |
| 1978年 | 1篇 |
| 1975年 | 1篇 |
| 1974年 | 1篇 |
| 1972年 | 1篇 |
| 1922年 | 1篇 |
| 1847年 | 1篇 |
排序方式： 共有414条查询结果，搜索用时 15 毫秒
121.
Lynne Wiltse Ingrid Johnston Kylie Yang 《Changing English: An International Journal of English Teaching》2014,21(3):264-277
In this paper we highlight findings from a teacher inquiry group study designed to explore possibilities for teaching contemporary Canadian literature to promote issues of social justice in secondary classrooms. Drawing on Boler and Zembylas’s notion of a ‘pedagogy of discomfort’, our paper will focus on the experiences of two teachers in the group who, through the selection and teaching of two Aboriginal Canadian texts, moved away from well-established pedagogical practices. We explore the role of the inquiry group in supporting teachers in their attempts to problematize unquestioned assumptions and address the absences in their curricular practices and examine the potential of using Canadian literature to enhance students’ understanding of historical marginalizations and structural inequalities. In conclusion, we discuss the implications of our research for pre-service and in-service educators who face the challenges of teaching in increasingly diverse schools. 相似文献
122.
Ginger D. Fenton Luke F. LaBorde Rama B. Radhakrishna J. Lynne Brown Catherine N. Cutter 《Journal of Food Science Education》2006,5(3):45-50
ABSTRACT: Computer-based training is increasingly favored by food companies for training workers due to convenience, self-pacing ability, and ease of use. The objectives of this study were to determine if personal hygiene training, offered through a computer-based method, is as effective as a face-to-face method in knowledge acquisition and improved attitude toward food safety. Employees from four food processing facilities ( n = 94) were randomly assigned to a control group, a face-to-face training group, or a computer-based training group. Evaluation instruments consisted of a pretest and a posttest to measure knowledge gain, a step scale to measure attitude after training and retrospectively before training, and a brief set of interview questions. Results for both treatments and the control group indicated increases in knowledge. Analysis of the posttest scores, when controlling for the pretest scores, indicated the difference was significant ( P ≤ 0.05); however, post hoc analysis did not indicate which treatment was superior. There was a significant increase in attitude scores for both groups using paired t -tests, although the difference between groups was not significant when controlling for attitude scores before training. Issues that may limit application of the technology used in this study include low literacy and language barriers among employees, and time constraints within companies. These and other variables should be taken into account in future research studies addressing comparisons of training methods. This study is the first to demonstrate the effectiveness of computer-based training aimed at food handlers who work in food processing establishments. 相似文献
123.
Samantha J. Downs Lynne M. Boddy Zoe R. Knowles Stuart J. Fairclough Gareth Stratton 《欧洲特需教育杂志》2013,28(3):270-287
Primary objective: The aim of this study was to explore physical activity (PA) amongst children and young people with Down syndrome (DS). Method and procedures: The youth physical activity promotion model (YPAP) was used to inform semi-structured interviews to explore PA of children and young people with DS. Participants were three males and five females, aged between 6 and 21?years (16.38?+?5.04?years (mean?+?SD)) who had been diagnosed with the condition DS. Dyadic interviews were conducted with the participant and their parent(s). The interviews were recorded and transcribed, and inductive and deductive analyses of the data were completed. Main outcomes and results: The results were structured around the YPAP Model’s key themes included: enabling factors (seasonal variation, transport, type of activity and independence); predisposing factors (enjoyment, social interaction, dislikes of PA, following instructions, and understanding of PA); reinforcing factors (support and opportunities, parents, and care providers); and barriers to PA engagement (ear problems). Conclusion: The children and young people with DS in the study typically only engaged in fun, unstructured activities. Key facilitators for PA participation were social interactions and parental support. Increasing the level of independence for people with DS within adolescence may have beneficial effects for PA participation in later life. 相似文献
124.
Sharon Dobie Sherilyn Smith Lynne Robins 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):337-359
This qualitative study of 29 physician mentors reports their perspectives on mentoring medical students in a well‐respected medical school’s formal, assigned, longitudinal mentoring program that has a curricular component in the second year. Using a phenomenologic inductive approach, common themes identified centered on mentors’ relationships with their students and the characteristics of the relationships. Most mentors said their relationships solidified in the second year, where curricular responsibilities included teaching and evaluation. Mentors saw their roles change, yet relationships continued to develop as mentees advanced through medical school. They were surprised when students sought contact, support, and advice in years three and four of their programs. Mentors worried whether they “did enough” for their students, yet described their experiences and relationships as rewarding. Mentors subsequently found satisfaction in the continuing relationship during the clinical training years. The researchers note the importance of the curricular component for providing a purpose and structure for relationship development and in facilitating relationship development in this assigned mentoring program. 相似文献
125.
Using cluster analysis, we identified two types of career counseling clients: (a) Clients with moderate levels of career-related distress, discomfort, and uncertainty and (b) clients with high levels of career concerns, personal distress, and stigma about career counseling. The more distressed group expressed lower evaluations of a career counseling session and perceived their counselors as providing fewer action-oriented counseling skills than the less distressed group. No differences emerged in terms of client's perceptions of the therapeutic relationship. The practical implications and limitations of these results are discussed. 相似文献
126.
Lynne Cooke 《Technical Communication Quarterly》2003,12(2):155-182
In 2002, cable television news programs adopted modular presentation styles visually similar to the design of news website home pages and newspaper front pages. This design convergence of print, television, and the Web is the result of a dynamic media context in which information acceleration is a catalyst for the formation of visual trends across media. Taking an interdisciplinary approach to information design and using grounded theory methodology, this article examines the visual evolution of the news and discusses the study's relevance to technical communication. 相似文献
127.
LIS researchers have used the face-to-face focus group interview for many years. Other researchers have recently embraced a new rendition of the focus group—the online focus group. This article examines face-to-face and online focus group modes through a review of actual research experiences using the two approaches. Relevant literature is considered. Comparisons are then drawn as to similarities and contrasts in methodology, group dynamics, and group communication. Within this context, possible applications of the online focus group approach for library and information science researchers and practitioners can be considered. Rapid development of technology coupled with the face-to-face and the online focus group approaches may allow the creation and implementation of the hybrid version, the virtual focus group. 相似文献
128.
Ken Marsh Richard H. Davis Allen E. Edwards Irving W. Larson Kendall Webster Sessions Mary Louise Hollowell 《Communication Booknotes Quarterly》2013,44(11):130-133
Ken Marsh's Independent Video (San Francisco: Straight Arrow Books, 1974—$7.95, paper) Richard H. Davis and Allen E. Edwards' Television: A Therapeutic Tool for the Aged (Publication and Media Projects, Andrus Gerontology Center, University Park, Los Angeles, Calif. 90007—$2.25, paper) Irving W. Larson (ed.) EIA Electronics Multimedia Handbook (Indianapolis: Howard W. Sams, 1975—price not known, paper) Kendall Webster Sessions' 2nd Class FCC Encyclopedia (Blue Ridge Summit, Pa.: TAB Books, 1975—$10.95/7.95) Mary Louise Hollowell (ed.) Cable Handbook: 1975-1976—A Guide to Cable and New Communications Technologies (Communications Press, 1346 Connecticutt Ave., N.W., Washington, D.C. 20036—$7.35, including postage, paper) Gilbert Gillespie's Public Access Cable Television in the United States and Canada (New York: Praeger Special Studies, 1975—price not given, but likely around $12.00 or so) 相似文献
129.
Ariel Tichnor‐Wagner Justin D. Garwood Mary Bratsch‐Hines Lynne Vernon‐Feagans 《Learning disabilities research & practice》2016,31(1):6-21
Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary school students living in poverty and their relationship to foundational reading skills for struggling and nonstruggling readers. This study examined how home literacy environments might relate to rural kindergarten and first grade students’ reading performance. Parents of 1,108 kindergarten and first grade students in the rural Southeast completed questionnaires on the frequency of home literacy activities and access to literacy materials. Multilevel model analyses revealed that home literacy activities and access to literacy materials were positively related to basic word reading skills, passage comprehension, and spelling. Implications for families and educators are discussed. 相似文献
130.
Lynne Bradbury 《School Leadership & Management》2013,33(5):489-504
Twenty women who are mothers and primary school headteachers were interviewed regarding their understanding of the self and how this interacts with the role of parent and professional. The data are read as an illustration of dialogic identities where the self is in constant negotiation regarding how to position as mother and as headteacher, and how they are being positioned by organisational and social structures. Training and preparation for headship does not engage with the person as subject outside the organisation, and this paper provides an opportunity to examine how professional and personal positioning are interrelated, dynamic and vital to how practitioners do and value their work. 相似文献