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431.
Thomas R. Murray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(1):79-80
International Review of Education - 相似文献
432.
Tara E. Murray 《图书馆管理杂志》2017,57(4):461-467
Special libraries, especially in corporate environments, face a challenge in measuring their value and communicating it to their customers and management. This can be especially difficult in organizations where libraries or information centers are perceived as cost centers that make minor financial contributions. A return on investment study, when combined with contextual information, can help overcome this perception while providing valuable information on customer needs. 相似文献
433.
Elwood Murray 《Quarterly Journal of Speech》2013,99(4):497-506
Training the Voice for Speech. By C. Raymond Van Dusen. New York: McGraw‐Hill, 1943; pp. ix + 222. $2.00. The Theatre Book of the Year: 1942–1943. By George Jean Nathan. New York: A. Knopf, 1943; pp. vii + 296. $3.00. Debating in the Colonial Chartered Colleges, an Historical Survey, 1642 to 1900. By David Potter, with a foreword by George A. Kopp. Teachers College, Columbia University, Contributions to Education, No. 899. New York: Bureau of Publications, Teachers College, Columbia University, 1944; xiv + 158. $2.25. Practical Voice Practice. By Grant Fairbanks. New York: Harper and Brothers, 1944; pp. vi + 84. $1.00. The Speech Personality. By Elwood Murray. Revised edition. New York: J. B. Lippincott, 1944; pp. xii + 565. $2.75. Encyclopedia of Child Guidance. Edited by Ralph B. Winn. New York: Philosophical Library, 1944; pp. 455. $7.50. Say What You Mean. By John B. Opdycke. New York: Funk and Wagnalls Company, 1944; pp. xx + 681. $3.75. 相似文献
434.
The Seminar Defined 总被引:1,自引:1,他引:0
435.
Janet Murray Rory McDowall Clark 《Early Years: An International Journal of Research and Development》2013,33(3):289-301
Traditional notions of leadership are at odds with the pedagogy and ethos of Early Childhood Education and Care (ECEC), prompting increasing international concern to develop new understandings which are better suited and create greater leadership capacity. The introduction of the Early Years Professional (EYP) in England, as a leader of practice without association with an organisational position, gave impetus to the idea of pedagogic leadership. This paper draws on two qualitative studies to examine the working theories of EYPs in leading practice to discover how they interpret and apply their professional purpose. An interpretive approach was adopted to develop patterns of meaning from practitioner stories which show an emerging notion of leadership founded on ‘passionate care’ to improve the education and well-being of young children. Such leadership can be exercised regardless of positional role as it does not operate through authority but from moral purpose and it seeks to release agency for change with others by building trusting relationships. This provides scope to reconceptualise leadership in ECEC as a participative pedagogy which could generate greater leadership capital if embedded into professional development. 相似文献
436.
Rowena Murray 《Higher Education》2013,66(1):79-91
The writing activities involved in research are not fully articulated in discussions of academic work. In this context, academics say they have to disengage from other tasks in order to write, which raises fundamental questions about the place of writing in academic work. A study designed to find out more about this disengagement showed that it involved acts of engagement with writing. Reconceptualizing disengagement from other tasks as engagement with writing repositions writing as part of academic work. This is critical for new and emerging researchers: it provides concepts to underpin practices that will enable them regularly to write. This article provides a model for physical, social and cognitive engagement with writing and explores how it can be put into practice. Implications for academics and those responsible for developing research capacity are discussed. 相似文献
437.
438.
This study investigated the learning experiences, outcomes, and perceptions of graduate students in a collaboration and consultation course focusing on parent-professional partnerships. The course was designed as a teacher preparation model that envisions teachers, school psychologists, and families learning together to build effective partnerships to better student outcomes. Nineteen graduate students seeking a degree in special education or school psychology were provided multiple opportunities to engage in experiences with parents of children with disabilities, including having parents embedded in the course for the entire semester. Data were collected utilizing multiple methods and included a family/professional partnership survey and focus group discussions conducted both pre- and post-course, as well as a Learning Objectives and Activities Survey. Analyses of qualitative and quantitative data indicate a change in students' knowledge, beliefs, dispositions, and experiences of parent-professional partnerships. 相似文献
439.
Rosalind Murray‐Harvey 《The Teacher Educator》2013,48(2):117-132
Abstract Student teacher stress during practicum experiences has generated interest across teacher education programs. However, there is very little research on the sources of support students draw on to help them cope with practicum stresses. This study sought data directly from the students to represent the student perspective. Students ranked their five most important sources of support for coping, and they noted the strategies they used to cope with practicum stresses. Students consistently reported that seeking support from the teacher was their primary coping strategy. This finding suggests that an effective student‐supervising teacher relationship is critical for student practicum success. Differences emerged between the most and least stressed students in terms of their reported use of coping strategies. Implications of the findings for teacher education programs are addressed. 相似文献
440.