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ABSTRACTResearch in academic development more often articulates stories of success than of failure in our practice. Using a self-study methodology involving written reflections and analysis of recorded conversations, this article explores how two mid-career developers define and learn from feelings of failure in the context of group facilitation. Through reflection and discussion as critical friends, we identified a series of tensions that shape our work and our identities as developers. How we reflect upon and navigate through these potentially uncomfortable places has implications for how we reframe our feelings of failure and evolve our practice. 相似文献
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Michelle Fetherston 《Communication Teacher》2016,30(3):131-135
Course: Organizational CommunicationObjectives: After completing this single-class activity, students should be able to (1) identify stereotypes that are created and/or reinforced by images frequently used in communication materials, (2) explain how those stereotypes influence communication and relational barriers in organizations, and (3) propose ways to overcome implicit stereotypes in organizational settings. 相似文献
906.
Miller Michelle D. Castillo Giovanni Medoff Norman Hardy Alexis 《Innovative Higher Education》2021,46(5):565-589
Innovative Higher Education - Rapid advances in the quality and accessibility of immersive virtual reality (IVR) have brought about intense interest in applications of the technology within higher... 相似文献
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AbstractIn this paper we address practical questions such as: How do symbols appear and evolve in an inquiry-oriented classroom? How can an instructor connect students with traditional notation and vocabulary without undermining their sense of ownership of the material? We tender an example from linear algebra that highlights the roles of the instructor as a broker, and the ways in which students participate in the practice of symbolizing as they reinvent the diagonalization equation A = PDP?1. 相似文献
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Katherine Strasser Michelle Darricades Susana Mendive Gabriela Barra 《Early education and development》2018,29(3):357-378
Research Findings: This study examines the association between preschool classroom activity and the quality of the language spoken by teachers and children. Eighteen classrooms serving low-income children between the ages of 3 and 4 in Santiago de Chile were audio-recorded during one morning shift. Recordings were transcribed and segmented into activities (greeting, learning experience, book sharing, book discussion, breakfast, lunch, free play and other noninstructional time). A total of 113 activity segments were identified. Characteristics of teacher and child language were measured in each segment. Differences between the eight activities were examined using analysis of variance. Activities were classified as instructional or noninstructional, and the association between this dimension and language characteristics was examined using multilevel path analysis. Results show that most of the variance in language outcomes occurs within classrooms. Analyses show that a significant portion of the variance in the way teachers and children talk is explained by the instructional/noninstructional dimension. Instructional activities are characterized by more language stimulation, more teaching, fewer directives, and more child talk than noninstructional activities. Practice or Policy Implications: We discuss implications for teacher professional development and early childhood education improvement in general and for Latin-America specifically. 相似文献
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Molly M. Hardy Calvin R. Coker Michelle E. Funk Benjamin R. Warner 《Communication quarterly》2019,67(2):199-220
Military service is acknowledged as one of many elements voters use to evaluate candidates, but it has primarily been studied as a univariate element of a candidate’s biography. This project experimentally manipulates veteran status, gender, and partisanship as potentially interactive heuristics for evaluation of a hypothetical candidate specifically regarding military issues. We found an almost universal benefit enjoyed by veterans over civilians regardless of whether the candidate was a member of the participant’s partisan ingroup or outgroup. We also found little evidence of a gender penalty, and even a benefit for women candidates who were veterans, though this benefit was restricted to evaluations from Republican women. We also found that Democratic respondents assigned a penalty to outgroup veteran men candidates. We explain these nuanced findings in the context of moderation by gender mis/alignment between participant and candidate. Implications of the study are offered. 相似文献
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Michelle Toor Paulus Sonimar Garcia Villegas Jennifer Howze-Owens 《Peabody Journal of Education》2020,95(2):193-202
ABSTRACT While technology is prevalent in American classrooms, meaningful technology integration remains an issue, indicating a lack of effective professional development. Unlike the typical workshop model, professional learning communities (PLCs) utilize teacher-centered approaches to professional development. Kolb’s experiential learning theory, Bandura’s self-efficacy theory, and the expectancy-value model work together to provide the theoretical foundation supporting professional development through PLCs. This article proposes a plan for transformative technology integration using a PLC model for professional development. 相似文献