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51.
Abstract The pressure to increase access to higher education while reducing costs raises serious questions with regard to the purpose and goals of the traditional research‐intensive university. Moreover, there is considerable rhetoric about reinventing universities based on adoption of communications and learning technologies without clearly defining or articulating educational goals. In contrast to the big industrial model of distance education, an approach to distance education is described that is consistent with the traditional goals and values of creating knowledge through a critical community of learners. This approach, or model, is labeled “little distance education,” and its characteristics are defined. Meeting the needs of a new market for continuing professional education available at a distance is also discussed. 相似文献
52.
Phyllis Katz J. Randy McGinnis Emily Hestness Kelly Riedinger Gili Marbach‐Ad Amy Dai 《International Journal of Science Education》2013,35(9):1169-1197
This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants’ mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates to see themselves, and to be seen by others, as enacting key recommendations by science education standards documents, including exhibiting: positive attitudes, sensitivity to diversity, and increasing confidence in facilitating hands‐on science participation, inquiry, and collaborative work. Our study provided evidence that the infusion of an informal science education internship in a formal science teacher education programme influenced positively participants’ professional identity development as science teachers. 相似文献
53.
Randy Harris 《Quarterly Journal of Speech》2013,99(4):473-477
INTERPRETATIVE SPEECH. By Lionel Crocker. New York: Prentice‐Hall, Inc., 1952; pp. 358. $3.85. THE COLLEGE AND THE COMMUNITY, A CRITICAL STUDY OF HIGHER EDUCATION. By Baker Brownell. New York: Harper &; Brothers, 1952; pp. vii+248. $3.50. ELEMENTS OF CRITICAL THEORY. By Wayne Shumaker. Berkeley and Los Angeles: University of California Press, 1952; pp. x+ 131. $2.75. WORKING WITH ROOSEVELT. By Samuel I. Rosenman. New York: Harper &; Brothers, 1952; pp. xiv+560. $5.00. WOODROW WILSON OF PRINCETON. By McMillan Lewis. Narberth, Pennsylvania: Livingston, 1952; pp. 118. $2.50. CALHOUN: BASIC DOCUMENTS. Edited with an introduction by John M. Anderson. State College, Pennsylvania: Bald Eagle Press, 1952; pp. 329. $5.00. CITY OF DISCONTENT. By Mark Harris. Indianapolis: The Bobbs‐Merrill Co., 1952; pp. 403. $4.50. FUNK OF FUNK'S GROVE. By Helen Cavanagh. Blomington, Ill.: Pantagraph Printing Co., 1952; pp. 208. $3.50. REPRESENTATIVE AMERICAN SPEECHES: 1951–1952. Edited by A. Craig Baird. New York: The H. W. Wilson Co., 1952; pp. 189. $1.75. WHAT'S RIGHT WITH AMERICA: NEW PERSPECTIVES ON THE CONTEMPORARY SCENE. Edited by Frederick Ungar. New York: Frederick Ungar Publishing Co., 1952; pp. xvi+365. $3.50. THE STREAM OF AMERICAN HISTORY. By Leland D. Baldwin. New York: American Book Company, 1952; vol. I, pp. xvi+952; vol. II, pp. xvii+974. $12.00. THE GREEK GENIUS AND ITS INFLUENCE. By Lane Cooper. Ithaca: Cornell University Press, 1952; pp. ix+306. $3.00. THE LANGUAGE OF SHAKESPEARE'S PLAYS. By B. Ifor Evans. Bloomington, Indiana: Indiana University Press, 1952; pp. xiii+190. $3.00. STEELE AT DRURY LANE. By John Loftis. Berkeley and Los Angeles: University of California Press, 1952; pp. 260. $4.00. THE ETERNAL DRAMA. By Richard Rosenheim. New York: Philosophical Library, 1952; pp. 303. $6.00. EFFICIENT READING. By James I. Brown. Boston: D. C. Heath and Co., 1952; pp. iii+294. $2.75. IS ANYBODY LISTENING? By William H. Whyte and the editors of Fortune. Drawings by Robert Osborn. New York: Simon and Schuster, 1952; pp. xii+239. $3.00. IMMORTAL POEMS OF THE ENGLISH LANGUAGE. Edited by Oscar Williams. New York: Pocket Books, Inc., 1952; pp. 637. INTERPRETATIVE SPEECH. By Lionel Crocker. New York: Prentice‐Hall, Inc., 1952; pp. 358. $3.85. THE COLLEGE AND THE COMMUNITY, A CRITICAL STUDY OF HIGHER EDUCATION. By Baker Brownell. New York: Harper &; Brothers, 1952; pp. vii+248. $3.50. ELEMENTS OF CRITICAL THEORY. By Wayne Shumaker. Berkeley and Los Angeles: University of California Press, 1952; pp. x+ 131. $2.75. WORKING WITH ROOSEVELT. By Samuel I. Rosenman. New York: Harper &; Brothers, 1952; pp. xiv+560. $5.00. WOODROW WILSON OF PRINCETON. By McMillan Lewis. Narberth, Pennsylvania: Livingston, 1952; pp. 118. $2.50. CALHOUN: BASIC DOCUMENTS. Edited with an introduction by John M. Anderson. State College, Pennsylvania: Bald Eagle Press, 1952; pp. 329. $5.00. CITY OF DISCONTENT. By Mark Harris. Indianapolis: The Bobbs‐Merrill Co., 1952; pp. 403. $4.50. FUNK OF FUNK'S GROVE. By Helen Cavanagh. Blomington, Ill.: Pantagraph Printing Co., 1952; pp. 208. $3.50. REPRESENTATIVE AMERICAN SPEECHES: 1951–1952. Edited by A. Craig Baird. New York: The H. W. Wilson Co., 1952; pp. 189. $1.75. WHAT'S RIGHT WITH AMERICA: NEW PERSPECTIVES ON THE CONTEMPORARY SCENE. Edited by Frederick Ungar. New York: Frederick Ungar Publishing Co., 1952; pp. xvi+365. $3.50. THE STREAM OF AMERICAN HISTORY. By Leland D. Baldwin. New York: American Book Company, 1952; vol. I, pp. xvi+952; vol. II, pp. xvii+974. $12.00. THE GREEK GENIUS AND ITS INFLUENCE. By Lane Cooper. Ithaca: Cornell University Press, 1952; pp. ix+306. $3.00. THE LANGUAGE OF SHAKESPEARE'S PLAYS. By B. Ifor Evans. Bloomington, Indiana: Indiana University Press, 1952; pp. xiii+190. $3.00. STEELE AT DRURY LANE. By John Loftis. Berkeley and Los Angeles: University of California Press, 1952; pp. 260. $4.00. THE ETERNAL DRAMA. By Richard Rosenheim. New York: Philosophical Library, 1952; pp. 303. $6.00. EFFICIENT READING. By James I. Brown. Boston: D. C. Heath and Co., 1952; pp. iii+294. $2.75. IS ANYBODY LISTENING? By William H. Whyte and the editors of Fortune. Drawings by Robert Osborn. New York: Simon and Schuster, 1952; pp. xii+239. $3.00. IMMORTAL POEMS OF THE ENGLISH LANGUAGE. Edited by Oscar Williams. New York: Pocket Books, Inc., 1952; pp. 637. $0.35. WORDS AND WAYS OF AMERICAN ENGLISH. By Thomas Pyles. New York: Random House, 1952; pp. 310. $3.50. RADIO ENGLISH. By Florence Felton French, William B. Levenson, and Vera Cober Rockwell. New York: McGraw‐Hill Book Company, Inc., 1952; pp. 360. $3.60. FIVE HUNDRED SERMON THEMES. By G. B. F. Hallock. Westwood, New Jersey: Fleming H. Revell Company, 1952; pp. 448. $3.75. FACTS WE HATE TO FACE. By Russell V. DeLong. Kansas City: Beacon Hill Press, 1952; pp. 108. $1.25. ADDRESSES AND SERMONS. By Amleto Giovanni Cicognana. Paterson, New Jersey: St. Anthony Guild Press, 1952; pp. xiii+482. $3.50. 相似文献
54.
J. Randy McGinnis 《理论付诸实践》2013,52(1):43-50
A fundamental social justice issue worldwide is how to meet the needs of all learners, especially those with special needs who historically have faced discrimination, exclusion, and oppression due to special needs (physical, cognitive, or behavioral dimensions). This article focuses on the key questions that researchers interested in improving science education for students with special needs have examined empirically and lessons learned in regard to making science more accessible and relevant to them through evidence-based adapted instruction. The most promising insights culled from a review of the literature to achieve this goal for curriculum, instruction, and assessment are presented for science teachers at all grade levels, and also for school administrators and policy makers. A call for more research is made, with an emphasis placed on how teachers of science can best conduct and use practitioner research in this topic area. 相似文献
55.
Mary K. Enright Donald A. Rock Randy Elliot Bennett 《Journal of Educational Measurement》1998,35(3):250-267
In this study we examined alternative item types and section configurations for improving the discriminant and convergent validity of the GRE General Test. A computer-based test of reasoning items and a generating-explanations measure was administered to a sample of 388 examinees who previously had taken the General Test. Confirmatory factor analyses indicated that three dimensions of reasoning—verbal, analytical, and quantitative—and a fourth dimension of verbal fluency based on the generating-explanations task could be distinguished. Notably, generating explanations was as distinct from new variations of reasoning items as it was from verbal and quantitative reasoning. In the full sample, this differentiation was evident in relation to such external criteria as undergraduate grade point average (UGPA), self-reported accomplishments, and a measure of ideational fluency, with generating explanations relating uniquely to aesthetic and linguistic accomplishments and to ideational fluency. For the subset of participants with undergraduate majors in the humanities and social sciences, generating explanations added to the relationship with UGPA over that contributed by the General Test. 相似文献
56.
Randy L. Swing 《Innovative Higher Education》1998,23(2):85-101
National opinion poll data provide access to the public images of the American professoriate. These data recorded images of college professors as trustworthy, honest, and engaged in important work through college teaching, research, and service but also recorded hesitations toward granting full academic freedom to teachers holding controversial ideas. The impact of events, such as the publication of ProfScam and other critical reports, can be determined through longitudinal measures of the image of college teachers. 相似文献
57.
It is often assumed that parents completing behavior rating scales during the assessment of attention‐deficit/hyperactivity disorder (ADHD) can deliberately manipulate the outcomes of the assessment. To detect these actions, items designed to detect over‐reporting or under‐reporting of results are sometimes embedded in such rating scales. This study presents the results of an experimental study in which parents (a) read a scenario telling them that their hypothetical son's teacher has suggested their son may have ADHD and (b) considered assigned goals for the assessment. Parents then completed the accompanying Conners 3Parent Short form (Conners 3‐P[S]) in a manner that they believed would achieve their assigned goals. Findings showed that parents are able to engage in deception when completing behavior rating scales. The validity scales embedded in the Conners 3‐P(S), however, demonstrated mixed results for detecting parental deception with the Negative Impression validity scale, accurately detecting attempts to malinger in the majority of cases, whereas the Positive Impression validity scale appears to have little to no diagnostic utility for the detection of defensive responding. Clinicians utilizing behavior rating scales should carefully consider results, and nonresults, obtained from embedded validity scales when interpreting parent responses to behavior rating scales as part of an ADHD assessment. 相似文献
58.
Orpha K. Duell Douglas J. Lynch Randy Ellsworth Christopher A. Moore 《Research in higher education》1992,33(4):483-495
Professors teaching education classes differed little from professors teaching noneducation classes in terms of the questions they asked and how long they paused after questions and students' responses. Fewer professor questions went unanswered in the education courses. Professors ask on average about 25 questions each class hour, the majority of which are higher-level. They pause about 2.25 seconds after questions and .45 seconds after student responses. These pauses suggest many students are effectively shut out of responding and are not provided the opportunity to elaborate their answers, even those to complex, divergent questions. 相似文献
59.
A questionnaire assessing beliefs and behaviors associated with cheating was administered to 365 college students. Circumstances rated most likely to increase cheating were low instructor vigilance, unfair exams, an instructor who does not care about cheating, and dependence of financial support and long-term goals on good grades. Circumstances rated most likely to decrease cheating were high instructor vigilance, fair exams, high punishment for getting caught, essay exams, widely spaced exam seating, and valuable course material. Principal components analyses revealed several factors underlying planned cheating: difficulty/negative consequences of cheating, pressures, instructor personality, social norms, and interest in the course. These factors relate to the determinants of behavior specified by the theory of planned behavior. Self-reports indicated that 83 percent of respondents cheated in college and that the two most common types of cheating were giving (58 percent) and getting (49 percent) exam questions to and from other students before an exam. Acts of helping someone else cheat were more commonly reported than corresponding acts of cheating for oneself. Students with high cheating scores tended to be male rather than female, to have a low goal grade-point average, and to believe that the prevalence of cheating in college is high.Both authors contributed equally to this research.A version of this paper was presented at the annual meeting of the American Psychological Association, Toronto, Ontario, August 1993. 相似文献
60.
Abigail B. Snyder Randy W. Worobo Alicia Orta‐Ramirez 《Journal of Food Science Education》2016,15(3):78-82
Food spoilage has an enormous economic impact, and microbial food spoilage plays a significant role in food waste and loss; subsequently, an equally significant portion of undergraduate food microbiology instruction should be dedicated to spoilage microbiology. Here, we describe a set of undergraduate microbiology laboratory exercises that focus specifically on food spoilage which were taught in 2 lab periods as part of the undergraduate food microbiology lab curriculum at Cornell University. The lab was broken down into 3 exercises. Two exercises lead students to determine the likely source of contamination in a canned salsa through (exercise 1a) plating and observation of colony morphology and (exercise 1b) determination of the thermal resistance for those isolates. The final exercise (2) involved detection of the spoilage bacterium Alicyclobacillus in apple juice. Spoiled juice demonstrations were also prepared in this exercise for students to observe sensorial changes resulting from spoilage, emphasizing that spoilage is not always visually detectable. Students were able to successfully determine the source of contamination based on the results of their laboratory findings, which they used to make recommendations for production to reduce microbial food spoilage in the canned salsa product. Based on student answers to discussion questions provided following lab exercises, participants were able to (a) identify the significance of microbial spoilage and how spoilage is principally different from food safety, (b) describe varying sensorial changes associated with microbial spoilage, and (c) employ methods and analysis to evaluate sources and type of contamination. Downloadable handouts and stepwise instructions are available as supporting information. 相似文献