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91.
Nadine M. Kalin Daniel T. Barney Rita L. Irwin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):353-367
In this article we articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor‐protégé models. From the perspectives of a senior administrator and two assistant professors, we revisit the mentoring spaces and relations within which we were engaged while working in an approach to arts‐based educational research known as a/r/tography during dissertation research projects. From our interconnected experiences, we propose a framing of the intersections between a/r/tographic research and mentorship informed by complexity thinking. We analyzed our work together while deconstructing the ways in which we have supported and unsettled each other. Through narrative inquiry we share reflections from dissertation research experiences, while also describing patterns of an emerging pedagogy of mentoring within higher education that we term complexity thinking mentorship. Borrowing from complexity theory, this conception of mentorship attends to the specific conditions of redundancy, decentralized control and diversity as being facilitative of evolving change and insight within graduate student research development. 相似文献
92.
Comparability between different educational qualifications is an important issue within policy discourse in the UK. In this context, the comparability of qualification demands has been explored through the use of expert human judgement. The involvement of human judgement in estimating assessment demands has consequences for methodology. This review considered the ways that the Kelly's Repertory Grid (KRG) technique has been used to compare assessment demands over recent years. The review involved the identification and analysis of research documents as well as consideration of the original theory on which the KRG method was founded. This article describes how the technique has been adapted as it has shifted from its original psychotherapeutic context to be used in educational assessment and comparability studies. The review also explored possible disadvantages that stem from these adaptations, leading to recommendations to ensure the validity of findings when using the technique in educational assessment studies. 相似文献
93.
Rita Ormsby 《Journal of Business & Finance Librarianship》2013,18(2):152-154
In 2015, the information literacy (IL) team designed an instrument to determine international graduate business students' perceptions of their IL skills and their actual test-assessed IL skills. The purpose of this research was to compare international graduate students' perceptions of their IL skills versus their test-assessed competencies, with the aim of creating training modules to improve test-identified deficiencies. Results demonstrate that wide discrepancies exist between students' perceptions of their own skills and their actual skills on all six ILA-topic areas assessed by the internally developed test instruments, with students overestimating their abilities in all areas. 相似文献
94.
95.
The study examined the role of action research in promoting critical reflective thinking among twenty preservice teachers engaged in a year-long middle level program. Data from collaborative discussions, final written documents, presentations, and follow-up surveys revealed that conducting action research (a) engaged them in inquiry into their own practice, (b) was a means to reflect upon and determine ways to change their teaching practices, and (c) promoted critical reflection in a collaborative learning environment. Results underscore the importance of preservice teachers critically reflecting to gain insights into teaching and student learning as they are engaged in action research. 相似文献
96.
The article presents the literacy achievement of Norwegian minority students, their reading habits, and their enjoyment of reading based on the Programme for International Student Assessment (PISA) 2000 study. Aspects of their family background and attitudes towards school are related to literacy achievement results. A comparison between Denmark, Sweden, Norway and Germany shows that the achievement gap between majority and minority students is larger in Denmark and Germany than in Norway and Sweden. A more detailed presentation of the Norwegian reading results shows that 35% of the Norwegian minority students perform at a level indicating that they are able to read in a technical sense, but they are unlikely to be able to use reading as an independent tool in acquiring knowledge and skills. The minority students' responses to questions about socio‐economic family background, reading habits, learning strategies and school motivation give a complex picture of their situation in Norwegian schools. The results indicate that there is some potential for equalising differences between minority students and majority students. 相似文献
97.
Rita Johnston 《Studies in Continuing Education》2013,35(1):56-66
This paper notes the recent rise in the number of courses, conferences, and publications devoted to the issue of ethics. It considers two different approaches to ethical training, one deduced from first philosophical principles of social ethics, and the other based on case studies of practical issues. The paper argues that a combination of both approaches is necessary to ensure situational applicability, whilst guarding against criticisms of moral relativism and expediency. In addition, the paper argues for an understanding of, and commitment to, personal integrity in professional practice. 相似文献
98.
BEYOND FORMULA: AMERICAN FILM GENRES. By Stanley J. Solomon. New York: Harcourt Brace Jovanovich, 1976; pp. x + 310. $5.95. AN ORIENTATION TO NONVERBAL COMMUNICATION. By Thomas W. Benson and Kenneth D. Frandsen. Chicago: Science Research Associates, 1976; pp. 38. Paper $1.60. UNMASKING THE FACE. By Paul Ekman and Wallace V. Friesen. Englewood Cliffs, New Jersey: Prentice‐Hall, 1975; pp. 212. $4.25. BEYOND CULTURE. By Edward T. Hall. Long Island City, New York: Doubleday‐Anchor, 1976; pp. 256. $7.95. LOUDER THAN WORDS, By Mele Koneya and Alton Barbour. Columbus, Ohio: Merrill Publishing, 1976; pp. 80. $2.95. 相似文献
99.
Daphne Pan Gary S. H. Tan Kiruthika Ragupathi Krishna Booluck Rita Roop Yuen K. Ip 《Research in higher education》2009,50(1):73-100
Considerable work has been done on student evaluation of teaching/teachers, but reservations remain about its use for summative
purposes. Student ratings are not universally accepted as being reliable, nor can they provide really meaningful information.
Qualitative comments can provide a better understanding but they tend not to be user-friendly from lack of structure and connectedness.
This study attempts to devise a method for ‘quantifying’ students’ comments to increase their usefulness in complementing/confirming
ratings. The quantified results enable the profile construction of what students regard as an effective/ineffective teacher,
and enable identification of strengths and weaknesses. Our findings counter some commonly held assumptions, including those
which held that high ratings are dependent on small class size and ‘dumbing down’ of courses and the consequent expectation
of high grades. The findings also indicate that students value teaching quality more than teacher characteristics, suggesting
their ability to make valid judgments about teaching effectiveness.
相似文献
Daphne PanEmail: |
100.
T. Angeline G. Thiruvarutselvi W. Isabel Rita Mary Aruna Rama Devi Nirmala Jeyaraj 《Indian journal of clinical biochemistry : IJCB》2009,24(2):137-141
The prevalent Ala222Val single nucleotide polymorphism of the MTHFR gene has been shown to be associated with type II diabetes.
The objective of the present study was to find out whether there is genetic predisposition for development of acute myocardial
infarction in type II diabetes mellitus among South Indian Tamil population. PCR-based restriction enzyme analysis was performed
in DNA isolated from 120 acute myocardial infarction patients with diabetes mellitus and 100 non diabetic healthy individuals
with no documented cardiovascular diseases. The results indicate that the MTHFR 677TT genotype is absent in both case and
controls. The MTHFR 677CT genotype was observed among 32 (26.7 %) cases and 20 (20%) controls and the MTHFR 677CC genotype
among 88 (73.3%) cases and 80 (80%) controls. The allelic frequencies were in accordance to Hardy Weinberg equilibrium. There
was no statistical difference in genotype distribution between cases and controls. In conclusion, we suggest that the analysis
of MTHFR genotyping for C677T polymorphism alone need not be considered to find out whether there is genetic predisposition
for development of acute myocardial infarction in type II diabetes mellitus among South Indian Tamil population. 相似文献