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31.
Karen Sullenger Steve Turner Hart Caplan Joe Crummey Rick Cuming Cynthia Charron Beth Corey 《科学教学研究杂志》2000,37(9):895-915
Does studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a science teacher? This research grew out of a course created by a science educator and historian of science who believed prospective teachers needed more complex understandings of the cultural wars surrounding science. The research team consisted of five prospective teachers who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspectives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicits tacit beliefs about school science as it introduces more complex understandings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex understandings about the nature(s) of science. We contend that willingness to grapple with complexity and developing a professional identity by locating oneself in the conversations about the nature(s) of science are better criteria for determining the professional growth of prospective teachers than knowledge measures. Finally, we argue that prospective teachers should be viewed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education programs for prospective teachers and teacher‐educators alike. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 895–915, 2000 相似文献
32.
Rick Mintrop Laura Pryor Miguel Ordenes 《Educational Assessment, Evaluation and Accountability》2018,30(3):285-312
Evaluators frequently confront situations in which local programs struggle to meet the expectations and requirements specified by the external program funder. How can evaluators meaningfully evaluate programs (for both the funder and grantee) in situations in which the external program logic clashes with local complexities? This paper discusses complex adaptive system (CAS) evaluations as one method that addresses this question. To exemplify a CAS evaluation approach, we use the case of a pay-for-performance program, the Teacher Incentive Fund (TIF) program, a United States federal program implemented in numerous jurisdictions. Evaluation findings generated through a complex adaptive system approach have the potential to inform policy as well as assist the local program with ongoing improvements. 相似文献
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The present study examines the influence of relative minority size on perceptions of argument quality and attitude change. Strong and weak arguments for both cautious and risky positions were presented in conjunction with information describing the size of minority factions as either small or large. Results demonstrated that cautious argument quality influenced perceptions of argument quality only when the majority advocated a cautious position or when the minority faction was large. Results are discussed in light of their implications for normative and informational influences in group polarization. 相似文献
35.
The purpose of this study was to better understand how academic health sciences library directors construct their understanding of effective leadership. After transcribing and performing thematic analysis on the interviews of eight academic health sciences library directors, five main themes emerged from the data: understanding leadership, building a vision, relationships are key, advocating and credibility, and measuring success. The findings suggest there are internal and external leadership responsibilities for library directors, both of which are important, however, the internal responsibilities are easier to delegate. Also, academic health sciences library directors need better evaluation methods for determining their effectiveness as leaders. 相似文献
36.
Kellie N. Kaneshiro Thomas W. Emmett Susan K. London Rick K. Ralston Margaret W. Richwine Elaine Noonan Skopelja 《Medical reference services quarterly》2013,32(3):284-301
ABSTRACT Since 2002, library faculty at the Indiana University School of Medicine have taught third-year medical students how to retrieve the best evidence from MEDLINE to address their clinical questions. In preparation for their Neurology, Medicine, and Psychiatry clerkships, students attended a review of evidence-based medicine principles and techniques for searching the literature. The session was team-taught by two faculty members, one from the Internal Medicine department and the other from the Library. The librarian reviewed important MEDLINE principles for constructing a good subject search and applying appropriate evidence-based filters. During the clerkships, students were asked to generate clinical questions arising from their patient encounters, searched MEDLINE for the best evidence, critiqued the results, and then applied them back to their patients' care. Library faculty provided individualized feedback on the student searches. A follow-up session two months later reinforced MEDLINE principles, used student searches as examples, and extended the discussion to other evidence-based, point-of-care resources. To add to the interactivity of the follow-up sessions, librarians used an audience response system to measure students' understanding of literature retrieval techniques and to gauge student preferences for information seeking on clinical topics. Overall, the sessions have been well-received by the students. 相似文献
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The present study was conducted to establish a scoring key for the Guilford Zimmerman Temperament Survey appropriate for predicting academic performance. To maximize reliability of criterion data, academic performance was operationally defined as cumulative college grade point average based on a minimum of four semesters’ course work. The scoring key developed was predictive of academic performance (cross validated r = .39, p <.01). The magnitude of the relationship between scores on this key and cumulative grade point average compares favorably with the validities reported for the widely used academic aptitude tests in predicting the same criterion. Lesser relationships were observed between scores on the ten publisher-supplied scales and college grades. Results point to the utility of non-cognitive measures in predicting academic performance, particularly when keys tailored to the specific situation are empirically derived. Suggestions for future research are advanced. 相似文献
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One-trial context fear conditioning with immediate shock: The roles of transport and contextual cues
Rick A. Bevins Anthony S. Rauhut Janice E. Mcphee John J. B. Ayres 《Learning & behavior》2000,28(2):162-171
In three experiments, using a total of 120 albino rats, we assessed whether transportation cues might evoke some of the freezing
(i.e., defensive immobility) that we see in a context on a day following a footshock given immediately after placement in
that context. The results suggested that immediate shock could directly condition strong fear to both simulated and actual
transport cues. Although conditioning to transport cues explains some of the freezing that is seen on the test day, it does
not explain all of it. We also found evidence that some of the freezing is due to conditioning to permanent features of the
context in which the immediate shock is given. The results support a role for transport cues in theories of context conditioning
and argue against shock-processing accounts of the conditioning deficit that results from immediate shock. 相似文献
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