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421.
Abstract The purpose of this investigation was to determine the nature of the relationship among three variables: diadocho‐kinetic rate, speaking rate, and reading rate. A group of 40 individuals, 20 males and 20 females, performed three experimental tasks: (1) three repetitions at maximumt speed of each of the following: /p?//t?//k?/, and /p? t? k?/; (2) 10 readings of a standard prose passage; and (3) the presentation of a two‐minute impromptu speech based on the content of stimulus pictures. Results of subjects’ performances indicate that: (1) reading rate is highly related to speaking rate; (2) there is no strong relationship between diadochokinetic rate and speaking rate; and (3) diadochokinetic rate is not highly related to reading rate. 相似文献
422.
423.
Rolf Reber Hilde Hetland Weiqin Chen Elisabeth Norman Therese Kobbeltvedt 《学习科学杂志》2013,22(4):509-548
We investigated example choice as a new method for the teaching of formal theoretical principles. Formal principles are presented with several examples from different topics, and students choose the one that interests them most. Example choice might be related to prior knowledge, interest, or perceived control. In an experimental study, we examined the effects of degree of example choice and degree of prior knowledge on interest, perceived control, and learning outcomes in a presentation on confirmation bias. The main finding was that participants who could choose an example showed more interest in the presentation of the formal principle than participants who either were given an example by the experimenter or only saw the presentation. Control was lowest for the group without example choice and without prior knowledge. Finally, prior knowledge, but not example choice, increased performance on a transfer of knowledge task. Example choice thus offers a new approach for closing the gap between formal principles as presented at school and a student's interests. 相似文献
424.
Various surveys have documented widespread support among US parents, students, teachers and health professionals for school‐based comprehensive sexuality education. In many school districts, however, the sexuality education provided is minimal, incomplete or fragmented, and essential topics are often omitted or inaccurately presented. To help explain the discrepancy between support and accomplishment, this study develops a set of theory‐based research hypotheses regarding the potential motivational roles of stakeholders' goals, emotions and personal agency belief patterns in explaining this lack of achievement. A series of exploratory interviews and focus groups with 36 California parents, adolescents and professionals was conducted. A modified grounded‐theory approach was used to guide the collection and analysis of qualitative data, and the development of a theoretical framework anchored in Martin Ford's motivational systems theory. This framework suggests the complexity of the interacting factors involved, and provides a basis for specific hypotheses for further research. Potentially important goals, emotions and personal agency belief patterns are identified and discussed. 相似文献
425.
Larry James Gianakos Albert C. Book Norman D. Cary Jay S. Harris Steven R. Rivkin Felix Chin 《Communication Booknotes Quarterly》2013,44(2):28-30
Larry James Gianakos' Television Drama Series Programming: A Comprehensive Chronicle, 1959-1975 (Metuchen, N.J.: Scarecrow Press, 1978—$27.50) Albert C. Book and Norman D. Cary's The Radio and Television Commercial (Chicago: Crain Books, 1978—$6.95, paper) Jay S. Harris's TV Guide: The First 25 Years (New York: Simon and Schuster, 1978—$14.95) Steven R. Rivkin's A New Guide to Federal Cable Television Regulations (Cambridge, Mass.: MIT Press, 1978—$25.00) Felix Chin's Cable Television: A Comprehensive Bibliography (New York: Plenum Publishing, 1978—$45.00) 相似文献
426.
Razelle Frankl Norman Marcus R. LeRoy Bannerman William Hawes Iry Broughton Richard Levinson 《Communication Booknotes Quarterly》2013,44(11-12):125-127
TELEVANGELISM: THE MARKETING OF POPULAR RELIGION by Razelle Frankl (Carbondale: Southern Illinois University Press, 1986--$19.95) BROADCAST AND CABLE MANAGEMENT by Norman Marcus (Englewood Cliffs, NJ: Prentice-Hall, 1986--price not given) NORMAN CORWIN AND RADIO: THE GOLDEN YEARS by R. LeRoy Bannerman (University: Univ. of Alabama Press, 1986---$28.50) AMERICAN TELEVISION DRAMA: THE EXPERIMENTAL YEARS by William Hawes (University: University of Alabama Press, 1986--$29.95) PRODUCERS ON PRODUCING: THE MAKING OF FILM AND TELEVISION edited by Iry Broughton (Jefferson, NC: McFarland, 1986---$29.95) OFF CAMERA: CONVERSATIONS WITH. THE MAKERS OF PRIME-TIME TELEVISION by Richard Levinson and William Link (New York: New American Library/Plume, 1986---$8.95, paper) CABLE ADVERTISER'S HANDBOOK by Ronald Kaatz (Lincolnwood, IL: Crain Books, 1985---$19.95) TELECOMMUNICATIONS TECHNOLOGIES AND PUBLIC BROADCASTING 1986 by John Carey (Washington, DC: Corporation for Public Broadcasting, 1986---$5.00, paper) 相似文献
427.
Robert A. Carter Martin Baier Sherilyn K. Zeigler Herbert H. Howard Norman R. Nager T. Harrell Allen 《Communication Booknotes Quarterly》2013,44(12):137-138
TRADE BOOK MARKETING: A PRACTICAL GUIDE edited by Robert A. Carter (New York: Bowker, 1983---$29.95/19.95) ELEMENT'S OF DIRECT MARKETING by Martin Baier (New York: McGraw-Hill, 1983---price not given) BROADCAST ADVERTISING: A COMPREHENSIVE WORKING TEXTBOOK by Sherilyn K. Zeigler and Herbert H. Howard (Columbus, Ohio: Grid Publishing, 1984---$34.95/17.95) PUBLIC RELATIONS: MANAGEMENT BY OBJECTIVES by Norman R. Nager and T. Harrell Allen (New York: Longman, 1984---$29.95/16.95) CHOOSING AN ADVERTISING AGENCY by William M. Weilbacher (Chicago: Crain Books, 1983---$19.95, paper) 相似文献
428.
Mark Norman 《Public Library Quarterly》2013,32(4):339-351
No abstract available for this article. 相似文献
429.
Many educational testing programs report examinee performance at more than two levels of proficiency. Whether these assessments have the capacity to support these multiple inferences, though, is a topic that has not been widely discussed. This study proposes a method for evaluating the minimum number of measurement opportunities for reporting students' performance at multiple achievement levels and describes an application of the method for reading and mathematics assessments that are used by some school districts in Nebraska. Analyses were based on judgments collected from 110 teachers about characteristics of items and tasks from multiple assessments in reading and mathematics at grades 4 and 8, and in high school. Results suggested that there were generally enough items on the mathematics assessments to classify students into two or three performance levels, but rarely enough to make the four classifications that the state reported. Items on the reading assessments were generally distributed across the proficiency levels and tended to allow reporting for all four classification levels. These findings have implications for both practitioners and policymakers in how scores are interpreted. 相似文献
430.