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401.
Diane Mayer Jane Mitchell Doune Macdonald Roslyn Bell 《Asia-Pacific Journal of Teacher Education》2005,33(2):159-179
This paper analyses the current Australian policy and research context in relation to developing quality teachers. Like other countries, many educational authorities in Australia are developing professional standards for teachers and the evaluation of teachers against those standards as a mechanism for ensuring and extending the quality of teaching in schools. A key policy consideration involves the use of professional standards as tools for extending professional learning and/or for credentialing and appraisal. This paper considers these uses of standards by drawing on an evaluation of Education Queensland's Professional Standards for Teachers pilot. The pilot focused on using a set of standards as a framework for professional learning. Teachers' perspectives on the standards and their intended use, their engagement with the standards during the pilot and the nature of professional learning associated with that engagement are discussed in light of current policy debates about professional standards. 相似文献
402.
de La Beaujardière J-F. Cavallo John Hasler A. Fritz Mitchell Horace O'Handley Chris Shiri Ron White Richard 《Journal of Science Education and Technology》1997,6(1):15-22
Though commercial interest in the World Wide Web is growing, the potential uses of the medium as a learning tool are numerous. The GLOBE Visualization Project is one such educational application. We have designed and implemented a WWW-based, user-friendly, language-independent, graphical user interface providing access to visualizations created for GLOBE, a multinational program of education and science. The target users of the system are K–12 students and their teachers from over 1100 schools in 39 countries; other clients include the GLOBE scientific investigators and members of the public internationally. Navigation is intuitive, and employs the metaphors of a Control Panel which changes the image appearing in a Viewscreen. The interface can be learned empirically by persons of all ages regardless of technical expertise or native language; context-sensitive help is provided for users who prefer documentation. The GLOBE Visualization server is on the World Wide Web at URL http://globe.gsfc.nasa.gov/globe/. 相似文献
403.
Alexander W. Fietzer Evelyn Mitchell Joseph G. Ponterotto 《Counselor Education & Supervision》2018,57(2):82-97
The authors hypothesized that multicultural personality and ethnic identity would significantly predict variance in multicultural counseling competencies in counselor trainees, beyond the variance predicted by demographics, multicultural training, openness, and cognitive racial attitudes. Results showed multicultural personality predicted multicultural counseling competency, but ethnic identity did not. Results and implications are discussed. 相似文献
404.
M. J. Bishop Ward Mitchell Cates 《Educational technology research and development : ETR & D》2001,49(3):5-22
Recent technological advances now make possible the full integration of sound in instructional software. Sounds may gain and
focus learner attention, reduce distracting stimuli, and make learning more engaging. In addition, they may help learners
condense, elaborate on, and organize details, highlighting inter connections among new pieces of information and making connections
to preexisting knowledge. Thus, sound may hold great promise for moderating acquisition, processing, and retrieval “noise”
in instructional software. Unfortunately, interface and instructional design guides almost completely ignore sound, and research
suggests many promising instructional uses remain largely unexplored. This paper explores information-processing and communication
theoretical foundations for sound's systematic use in the instructional communication system and proposes a framework for
a program of research on instructional software's use of sound.
MJ is assistant progressor in the Educational Technology program at Lehigh University, and Ward teaches instructional design
and interface design and coordinates the Educational Technology program there. 相似文献
405.
Mitchell Marcus 《Journal of The Franklin Institute》2004,341(3):215-221
Since the mid-1950s, John McCarthy has made seminal contributions to a remarkably diverse range of important areas in computer science. In this report, we examine several of these contributions: As one of the fathers of artificial intelligence, he originated the logic-based paradigm of artificial intelligence (AI) research, arguably both the most productive approach to AI problems to date and the most promising for the future. He invented the time shared use of computer systems for the interactive development of software, a technique that allowed a single computer of large capacity to appear to a large number of simultaneous users as if that machine were theirs alone. He invented the LISP programming language, creating a program language design for the first time that was based on mathematical foundations rather than a partial abstraction away from the underlying computer hardware. The practical impact of his work has been enormous. Functional programming languages, of which LISP was the first, remain widely used, and the programming language constructs he invented remain the basis of modern programming control structures. The notion of time sharing, which he invented, remains a principle paradigm for the use of large computers even today. McCarthy's use of logic was among the primary intellectual sources of logic programming and automated theorem proving, and of many of their important applications. 相似文献
406.
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical,
personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives
on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage
and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper
presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is
most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects
in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty
and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications
for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Claudia Mitchell’s (Canada) research focuses on visual and other participatory methodologies, particularly in addressing gender and HIV and AIDS, teacher identity, and the culture of girlhood within broader studies of children and popular culture and media studies. She is a co-founder of the Centre for Visual Methodologies for Social Change at UKZN, which focuses on participatory visual methods and arts-based approaches to research. Naydene De Lange (South Africa) is a National Research Foundation rated researcher. Her doctoral research focused on adolescents who have Tourette’s Syndrome. However, currently working in KwaZulu-Natal where the HIV prevalence rate is highest in South Africa, her research focus shifted to HIV and AIDS, particularly using visual and participatory methodologies in addressing HIV and AIDS in rural schools and their communities. Nguyen-Thi Xuan Thuy’s (Viet Nam) doctoral research focuses on educational and social theories, inclusive education, and policy practices. She completed a Master degree in Inclusive Education at the Department of Counselling and Educational Psychology of McGill University. Prior to this she worked in inclusive education and educational management at the Department of Education and Training of Thua Thien Hue province, Viet Nam. 相似文献
Nguyen-Thi Xuan ThuyEmail: |
Claudia Mitchell’s (Canada) research focuses on visual and other participatory methodologies, particularly in addressing gender and HIV and AIDS, teacher identity, and the culture of girlhood within broader studies of children and popular culture and media studies. She is a co-founder of the Centre for Visual Methodologies for Social Change at UKZN, which focuses on participatory visual methods and arts-based approaches to research. Naydene De Lange (South Africa) is a National Research Foundation rated researcher. Her doctoral research focused on adolescents who have Tourette’s Syndrome. However, currently working in KwaZulu-Natal where the HIV prevalence rate is highest in South Africa, her research focus shifted to HIV and AIDS, particularly using visual and participatory methodologies in addressing HIV and AIDS in rural schools and their communities. Nguyen-Thi Xuan Thuy’s (Viet Nam) doctoral research focuses on educational and social theories, inclusive education, and policy practices. She completed a Master degree in Inclusive Education at the Department of Counselling and Educational Psychology of McGill University. Prior to this she worked in inclusive education and educational management at the Department of Education and Training of Thua Thien Hue province, Viet Nam. 相似文献
407.
James Felton Peter T. Koper John Mitchell Michael Stinson 《Assessment & Evaluation in Higher Education》2008,33(1):45-61
Felton et al. (2004) reported that web‐based student evaluations of teaching (SET) demonstrated a student preference for course easiness and instructor sexiness. This study explores these same relationships with a larger and improved database. Results indicate even stronger relationships than previously reported. In addition, this study demonstrates significant cultural differences by institution and discipline in the relationships between Quality, Easiness, and ‘Hotness’ in web‐based SET. 相似文献
408.
Claudia Mitchell Charles Kusner Paula Charbonneau‐Gowdy 《Changing English: An International Journal of English Teaching》2004,11(2):279-289
To begin … a moral tale for anthropologists, a fantasy in which an anthropological cinema exists—not documentaries about ‘anthropological’ subjects but films designated by anthropologists to communicate anthropological insights. It is a well‐articulated genre distinct from the conceptual limitations of realist documentary and broadcast journalism. It borrows conventions and techniques from the whole of cinema—fiction, documentary, animation and experimental … this fantasy is more like science fiction than anything else. It is not remotely close to being realized. But it is an ideal worth pursuing (Ruby, 2000, pp. 1–2). 相似文献
409.
Client sex, intake counselor sex, intake counselor experience, and client counseling history significantly predicted disclosure of violence experiences. Counselor sex, counselor experience, and client's experience with counseling predicted intake disposition. Predictors for disposition at termination were number of sessions attended, counselor sex, and counselor experience. Implications for counseling center settings are discussed. 相似文献
410.
Sean P. Cumming Daniel J. Brown Siobhan Mitchell James Bunce Dan Hunt Chris Hedges 《Journal of sports sciences》2018,36(7):757-765
Individual differences in the growth and maturation have been shown to impact player performance and development in youth soccer. This study investigated Premier League academy players’ experiences of participating in a tournament bio-banded for biological maturation. Players (N = 66) from four professional soccer clubs aged 11 and 14 years and between 85–90% of adult stature participated in a tournament. Players competed in three 11 vs 11 games on a full size pitch with 25-min halves. Sixteen players participated in four 15-min focus groups and were asked to describe their experiences of participating in the bio-banded tournament in comparison to age group competition. All players described their experience as positive and recommended the Premier League integrate bio-banding into the existing games programme. In comparison to age-group competitions, early maturing players described the bio-banded games more physically challenging, and found that they had to adapt their style of play placing a greater emphasis on technique and tactics. Late maturing players considered the games to be less physically challenging, yet appreciated the having more opportunity to use, develop and demonstrate their technical, physical, and psychological competencies. Bio-banding strategies appear to contribute positively towards the holistic development of young soccer players. 相似文献