全文获取类型
收费全文 | 846篇 |
免费 | 6篇 |
国内免费 | 1篇 |
专业分类
教育 | 569篇 |
科学研究 | 61篇 |
各国文化 | 24篇 |
体育 | 66篇 |
文化理论 | 4篇 |
信息传播 | 129篇 |
出版年
2021年 | 6篇 |
2020年 | 11篇 |
2019年 | 15篇 |
2018年 | 24篇 |
2017年 | 23篇 |
2016年 | 35篇 |
2015年 | 22篇 |
2014年 | 26篇 |
2013年 | 236篇 |
2012年 | 23篇 |
2011年 | 27篇 |
2010年 | 14篇 |
2009年 | 17篇 |
2008年 | 23篇 |
2007年 | 18篇 |
2006年 | 18篇 |
2005年 | 15篇 |
2004年 | 15篇 |
2003年 | 14篇 |
2002年 | 15篇 |
2001年 | 12篇 |
2000年 | 10篇 |
1999年 | 10篇 |
1998年 | 7篇 |
1997年 | 7篇 |
1996年 | 15篇 |
1995年 | 12篇 |
1994年 | 12篇 |
1993年 | 4篇 |
1992年 | 16篇 |
1991年 | 5篇 |
1990年 | 6篇 |
1989年 | 5篇 |
1988年 | 4篇 |
1987年 | 5篇 |
1986年 | 7篇 |
1984年 | 7篇 |
1982年 | 4篇 |
1980年 | 9篇 |
1979年 | 4篇 |
1970年 | 4篇 |
1969年 | 4篇 |
1968年 | 6篇 |
1967年 | 4篇 |
1966年 | 6篇 |
1871年 | 4篇 |
1870年 | 5篇 |
1868年 | 14篇 |
1867年 | 10篇 |
1865年 | 5篇 |
排序方式: 共有853条查询结果,搜索用时 0 毫秒
131.
132.
133.
Richard K. Morton 《College Teaching》2013,61(3):122-123
Subtle forms of prejudice called microaggressions occur in college classrooms, but the effective methods of managing such prejudice are not clear. This study explored teachers’ (N = 222) and students’ (N = 166) perceptions of vignettes describing classroom microaggressions and the effectiveness of various teacher responses to the microaggressions. Teachers of courses focused on diversity perceived microaggressions more negatively and were more likely to respond to the microaggressions than teachers of nondiversity courses. Students believed that teacher responses to microaggressions were effective and ignoring microaggressions was ineffective. The results suggest that teachers should in some way respond to classroom microaggressions. They also suggest that diversity awareness may be a factor in the ability of teachers to recognize subtle prejudice in the classroom. 相似文献
134.
Richard K. Morton 《College Teaching》2013,61(4):136-137
Planning time for giving students effective feedback is an important and challenging aspect of the teaching and learning process. In our article we describe and analyze how we engage students as partners in providing formative feedback in time for students to modify their own thinking or behavior to improve learning. We have found ways to provide formative feedback more frequently and to involve students in providing effective formative feedback to each other. The four techniques we describe are the following: a) three-color group quiz with feedback on product, process, and progress; b) midterm student conferencing; c) shared revision of student generated questions and statements; and d) timely feedback using collaborative assignment blogs. These techniques give feedback in time for revisions to occur, provide scaffolding for learners, inform instruction, and most importantly, involve students as partners in assessment. These pedagogical strategies show that the resulting benefits of improved instruction, enhanced student learning, and better student products are worth the time and effort and contribute to a productive classroom climate where the focus is on learning more than on grading. Formative feedback involving students as partners is a key strategy to enhance the teaching and learning process. 相似文献
135.
136.
Richard K. Morton 《College Teaching》2013,61(3):140-142
Abstract Much To Do About Writing: Teaching and Assessing Writing By Edward M. White San Francisco: Jossey-Bass, 1985, 304 pages, $19.95. Reviewed by David Taylor A Poignant, Colorful Portrait: Refugee Scholars in America: Their Impact and Their Experiences By Lewis A. Coser New Haven and London: Yale University Press, 1984, xviii + 351 pages, $25.00. Reviewed by R. W. Franklin 相似文献
137.
138.
Pamela Jeffcott Parry Hilary Evans John Sander Harold E. Edgerton James R. Killian Deborah Turbeville 《Communication Booknotes Quarterly》2013,44(4):87-91
Pamela Jeffcott Parry's Photography Index: A Guide to Reproductions (Westport, Conn.: Greenwood Press, 1979–$25.00) Hilary Evans' The Art of Picture Research: A Guide to Current Practice, Procedure, Techniques and Resources (Newton Abbot, Y.K.; and North Pomfret, Vt.: David & Charles, 1979—$28.00) Melissa Milar, ed. 1980 Photographer's Market: Where to Sell Your Photographs (Cincinnati, Ohio: Writer's Digest Rooks, 1979—$12.95) Photographis '79 (New York: Hastings House, 1979–$49.50) John Sander's Photography Year Book 1979 (New York: Fountain Press/Hastings House, 1979—$24.95) Harold E. Edgerton and James R. Killian, Jr.'s Moments of Vision: The Stroboscopic Revolution in Photography (Cambridge, Ma.: MIT Press, 1979—$20.00) Deborah Turbeville's Wallflower (New York: Congreve Publishing Co, 1978—$27.50) Robert L. Kerns' Photojournalism: Photography with a Purpose (Englewood Cliffs, N.J.: Prentice-Hall, 1980—$14.95) Focalguide to Slides by Graham Saxby (New York: Focal/Hastings House, 1979- 46.95, Paper) Focalguide to Close-Ups by Sidney F. Ray (1978--$6.95, paper) 相似文献
139.
Therapy dogs are trained and socialized to provide comfort to individuals who are ill or experiencing stress. The following article explores therapy dog outreach programs in academic libraries by describing a successful venture at McGill University Library. Background, planning advice, assessment results, and recommendations are presented with an aim to inform those who would like to implement similar programs at their libraries. 相似文献
140.
This study explores the use of lying and lie‐detection among television families in situation comedies. The findings indicate that (a) lying was prevalent on these television shows; (b) lies to spare others were told most frequently; (c) the majority of lies went undetected; (d) the husband/father character told the most lies; (e) children were the most honest characters in situation comedies and (f) peripheral characters were the recipients of many lies. Two conclusions were drawn from these findings. First, this study gives insight into the content of family communication as presented on television. Secondly', the study suggests television families mirror real families with respect to family structure and the ability to detect deception. 相似文献