全文获取类型
收费全文 | 332篇 |
免费 | 9篇 |
专业分类
教育 | 280篇 |
科学研究 | 14篇 |
各国文化 | 2篇 |
体育 | 7篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 31篇 |
出版年
2024年 | 1篇 |
2023年 | 4篇 |
2022年 | 4篇 |
2021年 | 6篇 |
2020年 | 15篇 |
2019年 | 26篇 |
2018年 | 19篇 |
2017年 | 15篇 |
2016年 | 24篇 |
2015年 | 15篇 |
2014年 | 17篇 |
2013年 | 63篇 |
2012年 | 9篇 |
2011年 | 11篇 |
2010年 | 3篇 |
2009年 | 13篇 |
2008年 | 6篇 |
2007年 | 11篇 |
2006年 | 4篇 |
2005年 | 8篇 |
2004年 | 9篇 |
2003年 | 10篇 |
2002年 | 2篇 |
2001年 | 8篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1991年 | 5篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1983年 | 1篇 |
1979年 | 2篇 |
1976年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有341条查询结果,搜索用时 31 毫秒
281.
Sara Bianchin Monica Favaro Pietro Alessandro Vigato Guido Botticelli Gioia Germani Silvia Botticelli 《Journal of Cultural Heritage》2009,10(3):379-387
The scientific approach to the restoration and monitoring of mural paintings, at S. Girolamo Chapel – SS. Annunziata Church in Florence, is reported as a fruitful example of the synergic collaboration between restorers and scientists in the planning and development of conservative interventions. Before restoration, the painting technique and the state of preservation of the pictorial cycle have been investigated firstly by close examination of the painted surfaces and then by optical and/or SEM-EDS microscopy and μFT-IR spectroscopy on appropriately selected samples. In particular, the original constituent materials and those belonging to subsequent restorations were characterized together with those originating from decay processes. In this mural painting cycle, a peculiar “fresco” technique has been used although an auxiliary binder for pigment distemper has been also employed. The use of this technique, sometimes in an improper way together with uncorrected restoration interventions, are the main responsible of the unsatisfactory state of conservation of many painted areas. Preliminary conservation trials and scientific studies were carried out to design the most convenient restoration intervention and to verify the correctness and non-invasive of the necessary operations. Special attention was devoted to cleaning procedures, continuously monitored by a physico-chemical methodology, mainly based on microinvasive, microscopic and spectroscopic investigations, to evaluate the efficiency, advantages and drawbacks of the proposed cleaning procedures and define the most appropriate ones. Finally, specific decay markers have been recognized, by a comparison of the results obtained from the detached samples with those deriving from artificially aged models, to be used for a correct future monitoring and maintenance of the wall paintings. 相似文献
282.
Michael B. Brown Monica L. Swigart Larry M. Bolen Cathy W. Hall Raymond T. Webster 《Psychology in the schools》1998,35(4):347-354
The purpose of this study was to examine and describe differences between doctoral and nondoctoral practicing school psychologists. Participants selected for the study were school psychologists who were full-time practitioners in a school setting. The sample was randomly selected from the 1992 National Association of School Psychologists Membership Database. Four hundred forty persons were selected to serve as a sample of the NASP membership, and 359 responded to the survey. Of those that responded, 232 were full-time practitioners employed in the schools and formed the sample used in the data analysis. Overall, doctoral and nondoctoral school psychologists were very much alike in terms of age, gender, and years of experience. Doctoral level school psychologists were more likely to be employed in urban areas. Both groups spend a similar amount of time participating in seven different job activities. Doctoral and nondoctoral level practitioners working in schools maintain high levels of job satisfaction and the majority intend to remain in their current position and the profession for the next five years. Higher salaries and an increased likelihood of having a private practice outside of school are the major differences between doctoral and nondoctoral school psychologists practicing in the schools. Future evolution of the role of school psychologists may allow for the increased use of the advanced skills obtained by doctoral level school psychologists. © 1998 John Wiley & Sons, Inc. 相似文献
283.
Alessandro Piras Milena Raffi Monica Perazzolo Ivan Malagoli Lanzoni Salvatore Squatrito 《Journal of sports sciences》2019,37(9):980-987
Microsaccades are important fixation eye movements for visual scene perception. Compared to novices, athletes make fewer fixations of longer duration toward limited interest areas crucial for action prediction. Thus, our aim was to study the microsaccade features during those fixations. Gaze behaviour of expert and novice table tennis players was recorder during a task in which subjects were instructed to predict the direction of the ball after the opponent’s throw. Three interest areas from the opponent’s body and one from the ball trajectory were identified. We analysed correctness of predictions, fixations, microsaccades and saccades to estimate the relationship between eye movements toward interest areas and success in the task. Compared to novices, experts fixated more on hand-racket during forehand and on trunk during backhand drive technique. Longer fixations on hand-racket and trunk were associated with higher microsaccade rate with a narrower directional distribution of them. It probably means that athletes focused their gaze on these small areas, suggesting enhanced attention mainly to them, and fewer consideration for the surrounding regions. We can assume that microsaccade rate and average direction could be related to the salience of interest areas during performance. 相似文献
284.
Paula Gerstenblatt Monica Faulkner Ahyoung Lee Linh Thy Doan Dnika Travis 《Early Childhood Education Journal》2014,42(1):67-75
Family child care providers contend with a number of work stressors related to the dual roles of operating a small business and providing child care in their home. Research has documented many sources of work related stress for family child care providers; however, research examining family child care providers’ experiences outside of the lens of quality of care and child outcomes is dated and scant. This study consisted of three focus groups of 11 family child care providers who shared their perspectives on work related stressors and well-being. Many of the study findings were congruent with previous research in the field; however, a key finding in this study was the importance of family child care providers to assert and establish a professional identity to mitigate work related stress. Recommendations and strategies to assist family child providers in constructing a professional identity are discussed. 相似文献
285.
Over the past 15 years, there has been a range of standards-driven educational interventions in England: focused particularly on students’ writing, they have been targeted at particular students, short-term and based on the assumption that identifiable, quantifiable inputs would produce pre-identified, measurable outputs. This article explores one such intervention, aimed at students in Year 13 who were seen as having difficulty with academic writing. It looks closely at the work of one student, and raises questions about the effects of high-stakes testing upon pedagogy in schools and the damaging impact that this has upon student learning. 相似文献
286.
Robyn Preston Monica Gratani Kimberley Owens Poornima Roche Monika Zimanyi 《Assessment & Evaluation in Higher Education》2020,45(1):109-124
AbstractWhat and how students learn depend largely on how they think they will be assessed. This study aimed to explore medical students’ perception of the value of assessment and feedback on their learning, and how this relates to their examination performance. A mixed methods research design was adopted in which a questionnaire was developed and administered to the students to gain their perceptions of assessments. Perceptions were further explored in focus group discussions. Survey findings were correlated with students’ performance data and academic coordinators’ perceptions. Students’ perceptions of the level of difficulty of different assessments mirrored their performance in examinations, with an improvement observed in clinical assessments as students progressed through their degree. Students recognised that feedback is important to allow improvements and seek more timely, better quality and personalised feedback. Academic coordinators identified that some of the students’ suggestions are more realistic than others. Students had a positive attitude towards assessment, but emphasised the need for educators to highlight the relevance of assessment to clinical practice. 相似文献
287.
Emily J. Klein Monica Taylor Cynthia Onore Kathryn Strom Linda Abrams 《Teaching Education》2013,24(1):27-57
This paper describes an urban teacher residency program, the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a “third space” in teacher education. We detail the ways in which we conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space. Providing an account of our messy and nonlinear process demonstrates the struggles of creating new spaces for teacher education. We believe the theory that informs our work, the challenges we face, and the strategies for meeting those challenges illustrate the tenuous and ever-evolving nature of doing work in the “third space.” 相似文献
288.
Monica L. Heller Gregory J. Marchant 《Community College Journal of Research & Practice》2013,37(9):808-818
Whether out of financial concerns for student retention or altruistic goals involving facilitating successful learning, efforts are being made to ensure college student success beyond chance independent study skills. Students often lack effective self-regulatory skills and study strategies necessary for success in college. With guidance through specific task-related learner activities, these skills may be enhanced. The current study investigated how student performance in an introductory psychology course at a midwestern community college might be impacted by a structured, content-learning approach engaging students in specific academic study skills activities. Results indicated that the intervention group performed significantly better across all three exam events and achieved higher semester course grades. Performance on the learning packet itself was positively correlated with exam performance. 相似文献
289.
Monica Windley Walker Christine Johnson McPhail 《Community College Journal of Research & Practice》2013,37(3-4):321-345
The purpose of this study was to explore community college president and chancellor perceptions of the phenomenon of spirituality and the role of spirituality in their leadership style. A hermeneutic phenomenological research design guided this study. A total of 14 community college presidents and chancellors were purposely selected and participated in semistructured one-on-one interviews. Participants were selected because of their interest in the topic of spirituality and leadership, their demographic characteristics, and their leadership position. The major findings and conclusions connected spirituality to the work of community college leaders. The researchers conclude that community college leaders define spirituality using both religious and nonreligious associations, depict qualities of spirituality in their leadership, characterize their influence on organizational culture in terms of symbolic leadership. These leaders also endorse self-care and renewal for themselves and aspiring community college leaders through the incorporation of spiritual practices. This study holds several implications for current and aspiring community college leaders who seek to enhance their leadership effectiveness and to sustain themselves despite the demands and challenges associated with their positions. 相似文献
290.
Monica M. Cuddy David B. Swanson Richard L. Drake Wojciech Pawlina 《Anatomical sciences education》2013,6(1):3-10
Anatomy instruction has evolved over the past two decades as many medical schools have undergone various types of curricular reform. To provide empirical evidence about whether or not curricular changes impact the acquisition and retention of anatomy knowledge, this study investigated the effect of variation in gross anatomy course hours, curricular approach (stand‐alone versus integrated), and laboratory experience (dissection versus dissection and prosection) on USMLE Steps 1 and 2 Clinical Knowledge (CK) scores. Gross anatomy course directors at 54 United States schools provided information about their gross anatomy courses via an online survey (response rate of 42%). Survey responses were matched with USMLE scores for 6,411 examinees entering LCME‐accredited schools in 2007 and taking Step 1 for the first time in 2009. Regression analyses were conducted to examine relationships between gross anatomy instructional characteristics and USMLE performance. Step 1 total scores, Step 1 gross anatomy sub‐scores, and Step 2 CK scores were unrelated to instructional hours, controlling for MCAT scores. Examinees from schools with integrated curricula scored slightly lower on Steps 1 and 2 CK than those from stand‐alone courses (effect sizes of 2.1 and 1.9 on score scales with SDs of 22 and 20, respectively). Examinees with dissection and prosection experience performed slightly better on Step 2 CK than examinees in courses with dissection only laboratories (effect size of 1.2). Results suggest variation in course hours is unrelated to performance on Steps 1 and 2 CK. Although differences were observed in relation to curricular approach and laboratory experience, effect sizes were small. Anat Sci Educ 6: 3–10. © 2012 American Association of Anatomists. 相似文献