全文获取类型
收费全文 | 737篇 |
免费 | 11篇 |
专业分类
教育 | 579篇 |
科学研究 | 20篇 |
各国文化 | 10篇 |
体育 | 80篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 50篇 |
出版年
2022年 | 5篇 |
2021年 | 8篇 |
2020年 | 11篇 |
2019年 | 16篇 |
2018年 | 25篇 |
2017年 | 30篇 |
2016年 | 28篇 |
2015年 | 16篇 |
2014年 | 21篇 |
2013年 | 163篇 |
2012年 | 20篇 |
2011年 | 19篇 |
2010年 | 15篇 |
2009年 | 19篇 |
2008年 | 14篇 |
2007年 | 22篇 |
2006年 | 13篇 |
2005年 | 14篇 |
2004年 | 11篇 |
2003年 | 13篇 |
2002年 | 15篇 |
2001年 | 9篇 |
2000年 | 12篇 |
1999年 | 6篇 |
1998年 | 6篇 |
1997年 | 11篇 |
1996年 | 5篇 |
1994年 | 12篇 |
1993年 | 15篇 |
1991年 | 12篇 |
1990年 | 6篇 |
1989年 | 6篇 |
1988年 | 7篇 |
1987年 | 7篇 |
1986年 | 10篇 |
1985年 | 5篇 |
1983年 | 9篇 |
1982年 | 4篇 |
1981年 | 6篇 |
1980年 | 7篇 |
1979年 | 7篇 |
1978年 | 12篇 |
1977年 | 4篇 |
1976年 | 8篇 |
1974年 | 10篇 |
1973年 | 6篇 |
1972年 | 4篇 |
1971年 | 4篇 |
1969年 | 4篇 |
1967年 | 5篇 |
排序方式: 共有748条查询结果,搜索用时 15 毫秒
51.
52.
53.
Rachel Gurvitch Russell L. Carson Angela Beale 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):246-262
Those in professional and academic fields generally perceive mentoring as a positive relationship that enhances the lives of protégés. Kram (1985) posits that such relationships between dyads in organisational life are an evolutionary, developmental process. The purpose of this article is to explore protégés’ perspectives on their mentoring relationships within doctoral programs. In order to lessen the insurmountable distance between writers and readers that is often associated with a traditional research study, we employ an autoethnographic approach to research writing. We share our journey after having studied the mentoring relationships within our own doctoral programs. Qualitative data collected over a two‐year period consist of journal entries, email correspondence, and phone conversations. This research offers insight into the mentor–protégé relationship and processes, and it provides implications for practice for protégés and mentors, as well as future research directions. 相似文献
54.
55.
Stephen D. Ritchie Mary Jo Wabano Rita G. Corbiere Brenda M. Restoule Keith C. Russell Nancy L. Young 《Journal of Adventure Education & Outdoor Learning》2013,13(4):350-370
Indigenous voices are largely silent in the outdoor education and adventure therapy literature. The purpose of this research collaboration was to understand how a 10-day outdoor adventure leadership experience (OALE) may promote resilience and well-being for Indigenous youth through their participation in the program. The process was examined through a community-based participatory research project that sought insight from the perspectives of one First Nations community in Canada. The OALE was implemented with six different groups for a total of 43 youth participants (ages 11.9–18.7 years) from Wikwemikong Unceded Indian Reserve in northeastern Ontario. Field data were collected from multiple sources including participant interviews, journals, focus groups, and talking circles. Using a critical ethnographic lens, we analyzed the data inductively to understand how the OALE promoted resilience and well-being. We listened to Indigenous voices, adhered to principles of Indigenous coding for thematic content and respected Indigenous ways of knowing for interpreting results. The process of connecting to the Good Life (Anishinaabe Bimaadziwin) or waking up (nsidwaaswok) to the Good Life emerged as the dominant theme. Connecting to the Good Life may offer a simple yet compelling way to understand the net impact of the OALE. 相似文献
56.
This study investigated the effects of a multi-pronged approach of increasing the nature of science (NOS) understandings of high school science students. The participants consist of 63 high school students: 31 in the intervention group and 32 in the control group. Explicit/reflective NOS instruction was imbedded within authentic inquiry experiences and supported by online discussions. The students in the intervention group were prompted to engage in various discussions focusing on essential tenets of NOS in an online environment that assured student confidentiality. NOS views were assessed through multiple data sources including pre- and post-intervention questionnaires as well as students’ responses to online discussion prompts. Results show that the instructional intervention used in this study which combined explicit/reflective NOS instruction with intense inquiry exposure along with ample reflective opportunities in an anonymous online discussion format led to positive learning gains in participants’ understanding the NOS aspects assessed. Implications for enhancing data collection with high school students and for promising professional development opportunities for science educators are discussed. 相似文献
57.
John C. Teleha Iyanna Sims Octavious Spruill Arneice Bowen Tiffany Russell Nina Exner 《Public Services Quarterly》2017,13(3):139-151
Academic libraries are spending considerable time and study on redesigning spaces. The use of technology is often an important part of these redesigned spaces. The space redesign goals at F.D. Bluford Library focus on creating open, activity-promoting, colorful spaces that are designed to be attractive to students. The goals also focus on implementing hybrid spaces that allow students to work alone or in groups, with support for mobile technologies like laptops or tablets. The space redesign goals focus on upgrading the quality of desktops available but reducing the number of desktops. This study examines the question “Does our library renovation significantly change computer use in the redesigned area?” Key findings include that, in defiance of expectations, there is no significant decrease in desktop usage despite the decreased number of computers. However, findings show there is a significant difference in tablet use, despite tablet-friendly spaces and charging options. Surprisingly, our students use fewer tablets. Laptop usage shows no significant difference. In summary, our research shows desktop computing—especially high-quality desktop computing—appears to still have a role in academic libraries even in the mobile technology age. 相似文献
58.
59.
Xu Lihua Ferguson Joseph Tytler Russell 《International Journal of Science and Mathematics Education》2021,19(6):1167-1186
International Journal of Science and Mathematics Education - There is increasing recognition of the multimodal representational nature of science discovery practices and the roles of multiple and... 相似文献
60.
A. Christopher Strenta Rogers Elliott Russell Adair Michael Matier Jannah Scott 《Research in higher education》1994,35(5):513-547
This study sought to discover some of the causes of initial interset in and atrition from the natural sciences and engineering
among the students (N=5320) who entered four highly selective institutions in 1988, with particular attention to possible special causes for the
disproportionate attrition of women from science. Though a smaller proportion of women (35 percent) than men (49 percent)
were initially interested in science, gender added little to the prediction of such initial choice when preadmission measures
of developed abilities were taken into account in regression analysis. Of the group of 2,276 students initially interested
in science, 40 percent did not finally concentrate in science, and smaller proportions of women (48 percent) than of men (66
percent) persisted. The most significant cognitive, factor predicting these losses was low grades earned in science courses
taken during the first two years of study. With grades held equal, gender was not a significant predictor of persistence in
engineering and biology; gender added strongly to grades, however, as a factor associated with unusually large losses of women
from a category that included the physical sciences and mathematics. Responses to a questionnaire administered in the fall
of 1991 showed that science majors regarded their instruction as too competitive, with too few opportunities to ask questions,
taught by professors who were relatively unresponsive, not dedicated, and not motivating. Students who defected from science
did so largely because of the attraction of other fields, but many shared the criticism of overcompetitiveness and inferior
instruction, along with the view that the work was too difficult. Several items were about elements of classroom instruction
and atmosphere thought to be especially difficult for women (i.e., the chilly climate), but except for perceived competitiveness,
women did not rate their classroom experiences as being more unpleasant than did men.
This research was supported by grants from the Alfred P. Sloan Foundation and the National Science Foundation. 相似文献