全文获取类型
收费全文 | 238篇 |
免费 | 9篇 |
专业分类
教育 | 182篇 |
科学研究 | 19篇 |
各国文化 | 3篇 |
体育 | 12篇 |
文化理论 | 7篇 |
信息传播 | 24篇 |
出版年
2023年 | 3篇 |
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 11篇 |
2019年 | 12篇 |
2018年 | 17篇 |
2017年 | 15篇 |
2016年 | 19篇 |
2015年 | 6篇 |
2014年 | 13篇 |
2013年 | 44篇 |
2012年 | 14篇 |
2011年 | 11篇 |
2010年 | 6篇 |
2009年 | 7篇 |
2008年 | 6篇 |
2007年 | 5篇 |
2006年 | 3篇 |
2005年 | 7篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有247条查询结果,搜索用时 15 毫秒
141.
142.
Sandra Jones Marina Harvey Geraldine Lefoe 《Journal of Higher Education Policy & Management》2014,36(4):418-429
Over the last 20 years, the tertiary education sector has adopted new administrative management approaches, with the aim of improving accountable and strategic focus. Over the same period, the question of how to build leadership capacity to improve learning and teaching and research outcomes has led to discussion on what constitutes academic leadership. While both these advances are needed, what is missing is integration between the two such that academics and professional staff are engaged collaboratively to achieve learning and teaching and research outcomes that are accountable within a strategic focus. This article builds on research into the use of distributed leadership to build leadership for learning and teaching that resulted in the design of a conceptual framework for distributed leadership. Based on this conceptual framework, it proposes a conceptual blended leadership approach to engage academics and professional staff working in collaboration. 相似文献
143.
144.
Evaluation plays an increasingly important role in the quality-driven context of higher education. Projects that focus on learning and teaching often have evaluation expected of them, however, there is little evidence on the effectiveness of approaches nor the extent to which the praxis of evaluation is achieved. To illustrate this phenomenon, project funding and evaluation expectations are reviewed and the resulting analysis of the literature identifies eight emergent themes. Two overarching factors that unite these themes are time (or lack of it) and participation, leading to six issues for evaluation practice. Alignment of evaluation theory with practice requires focused attention if the maximum benefits of evaluation for the project processes are to be achieved. 相似文献
145.
Chilov M Matsoukas K Ispahany N Allen TY Lustbader JW 《Medical reference services quarterly》2007,26(3):55-74
Searching for alternatives to using animals in research is not a standard service currently offered by most medical research libraries. The goal of this article is to demystify this type of expert search for medical librarians and to do so using a language they know well, that of the Medical Subject Headings (MeSH) thesaurus. An attempt is made in this paper to discuss possible search strategies and to include examples of recommended approaches to searching-all in the context of the 3Rs of alternatives: Replacement, Refinement, and Reduction. 相似文献
146.
Ispahany N Torraca K Chilov M Zimbler ER Matsoukas K Allen TY 《Medical reference services quarterly》2007,26(4):45-63
Academic health sciences libraries can take various approaches to support the problem-based learning component of the curriculum. This article presents one such approach taken to integrate information navigation skills into the small group discussion part of the Pathophysiology course in the second year of the Dental school curriculum. Along with presenting general resources for the course, the Library Toolkit introduced an algorithmic approach to finding answers to sample clinical case questions. While elements of Evidence-Based Practice were introduced, the emphasis was on teaching students to navigate relevant resources and apply various database search techniques to find answers to the clinical problems presented. 相似文献
147.
In order to investigate the possible relationship between dysthymic symptoms, hostility levels and scholastic achievement, the self‐rating scales, DSSI/sAD (Delusions Symptoms States Inventory/states of Anxiety and Depression) and HDHQ (Hostility and Direction of Hostility Questionnaire), were given to a group of 754 high‐school students (grades 10‐12: 387 males, 367 females) two weeks before the June examinations. Negative relationships between dysthymic symptoms and school performance were detected in both males and females. Hostility subscales were also found to be negatively related to performance, especially the extrapunitive ones. All findings were more prominent in the females. 相似文献
148.
Marina Papastergiou 《Education and Information Technologies》2011,16(3):281-299
The increasing importance that Information and Communication Technologies (ICT) have been gaining for Physical Education (PE)
and sports pedagogy has generated the need to prepare ICT-proficient prospective PE teachers within PE and sport science university
departments. This study was aimed at: (a) the design and implementation of two project-based elective courses on ICT in education
(entitled ‘Informatics in Education’ and ‘Computers in Physical Education Teaching’) for the undergraduate students of a PE
and sport science department, and (b) the investigation of students’ responses to the courses and instructor’s experiences
from organizing and imparting the courses. The courses were focused on educational multimedia and web development for PE.
Twenty-three students that had attended ‘Informatics in Education’ and 13 students that had attended ‘Computers in Physical
Education Teaching’ participated in the study. Research data were collected through student questionnaires and instructor’s
notes. It was found that students were helped to acquire basic multimedia and web development skills for educational purposes,
and that their responses to the courses were positive overall. The courses fulfilled students’ expectations and were successful
in equipping students with self-confidence in their ability to make use of ICT in PE courses and to construct multimedia and
web-based learning materials. Furthermore, students were provided with opportunities to express their creativity and improve
their future instructional practices. However, the study also brought to light the various difficulties and challenges of
training prospective PE teachers in the didactical utilization of ICT at undergraduate level. 相似文献
149.
Although reading is known to be an important contributor to language abilities, it is not yet well established whether different text genres are uniquely associated with verbal abilities. We examined how exposure to narrative fiction and expository nonfiction predict language ability among university students. Exposure was measured both with self-report and with recognition tests of print exposure. Verbal ability was measured in the form of synonym knowledge, analogies, sentence completion, and reading comprehension in 4 different studies. Across all studies, narrative fiction was a better predictor of verbal abilities relative to expository nonfiction. When examining unique associations, controlling for demographic variables and the other genre, fiction remained a robust predictor, whereas nonfiction became a null or weak negative predictor. In light of this evidence, it appears that what we read plays an important role in how reading contributes to language development. 相似文献
150.
Perfectionism consists of personal predispositions and attitudes toward performance. Although there is some disagreement in the field regarding how to best define and measure perfectionism, most studies have supported a distinction between adaptive and maladaptive perfectionism. The current study examines a model in which students’ perceptions of parents’ standards and criticism are proposed as antecedents of multidimensional perfectionism, which in turn are hypothesised to be associated with types of academic achievement goal orientations. The sample consisted of 256 high school students who completed questionnaires assessing adaptive and maladaptive perfectionism, perceptions of their parents and personal achievement goals. Structural equation modelling supported the hypotheses suggesting that high parental standards are positively associated with the adaptive perfectionist characteristic of self-organised perception, which in turn are associated with a mastery goal orientation. Parental criticism predicted the maladaptive perfectionist characteristic of concern over mistakes, which in turn was found associated with a performance-avoidance goal orientation. 相似文献