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121.
Every faculty member knows that exams drive student behavior. Testing and grading are part of every course, but generally of lesser importance to faculty members than course content itself. Recently, instructional methods and pedagogy. But as issues of grade inflation, student attrition, accountability, and authentic assessment grow in importance, we see some interesting innovations in testing methods and some interesting innovations. The authors are publishing a collection of some of these as described in their own words, by faculty themselves. Two questions underlie the study: 1) why is it so difficult to change tests and testing traditions in college-level science and 2) will the enormous efforts underway to reform pedagogy and curriculum in these disciplines have any lasting effect if testing does not have a prominent place on the reform agenda? 相似文献
122.
Jiangbo Hu Jane Torr Sheila Degotardi Feifei Han 《Early Years: An International Journal of Research and Development》2019,39(2):190-204
This study investigated the manner in which 56 infant educators used language to direct the behaviour of infants (defined as children aged birth to two years), on the basis that the ways in which educators frame their commands represent an important component of young children’s learning experiences. Underpinned by systemic functional linguistic theory, the study analysed the frequency and type of command produced by educators with university, diploma and certificate qualifications. Suggestive and indirect commands convey a sense of negotiation, as if the addressees’ subjective opinions and thoughts are considered, while nonsuggestive and direct commands foreground the speakers’ power and authority. The findings demonstrate that commands feature frequently in educators’ talk to infants, with nonsuggestive and direct commands being most commonly used. Individual differences were related to the qualifications of staff. University-qualified early childhood teachers used significantly fewer nonsuggestive and direct commands than did diploma and certificate-qualified educators, and they were more likely to provide infants with a reason for the command. These findings have implications for the way in which learning opportunities are created by the language that educators use, and for the overall quality of infant early childhood programmes. 相似文献
123.
124.
Frank Coffield Sheila Edward Ian Finlay Ann Hodgson Ken Spours Richard Steer Maggie Gregson 《British Educational Research Journal》2007,33(5):723-741
The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work‐based learning and younger learners on Level 1 and Level 2 courses in further education. They focus next upon how professionals in these three settings struggle to cope with two sets of pressures upon them: those exerted by government and a broader set of professional, institutional and local factors. They describe in particular how managers and tutors mediate national policy and translate it (and sometimes mistranslate it) into local plans and practices. Finally, the authors criticise the new government model of public service reform for failing to harness the knowledge, good will and energy of staff working in the sector, and for ignoring what constitutes the main finding of the research: the central importance of the relationship between tutor and students. 相似文献
125.
Sandra M. Chafouleas Sheila M. Clonan Tracy L. Vanauken 《Psychology in the schools》2002,39(3):317-325
This paper presents findings from a national survey of school psychologists regarding current supervision and evaluation practices. Thirty‐seven percent of usable surveys were returned. Overall results suggested that the sample of school psychologists were somewhat to moderately satisfied with current supervision and evaluation practices. However, wide variation in how supervision, evaluation, and professional development are obtained was indicated. The evaluation process is most often conducted by an administrator who may not be familiar with school psychology; and it is not viewed as an opportunity for professional development. In addition, evaluation criteria often are not tailored specifically to the roles of the school psychologist. Most alarming, and consistent with previous research, is that many school psychologists do not have enough supervision available to meet either their wishes or standards for the profession. Higher satisfaction with supervision was found when participants were provided with more regular and formal supervision contacts. Participants also indicated a person knowledgeable about school psychology could best provide supervision. Implications of the results and future directions are discussed. © 2002 Wiley Periodicals, Inc. 相似文献
126.
Sheila Russell 《School Leadership & Management》2013,33(3):325-340
The paper presents an analysis of inspection findings for 22 secondary schools, selected from a larger sample of 100, in order to explore the nature of, and the responses to, OFSTED inspectors’ recommendations about the use of internal monitoring and evaluation to improve classroom practice. Inspectors’ reports, and schools’ action plans, were examined in order to determine inspectors’ expectations of senior managers in schools in relation to monitoring responsibilities and the means managers intend to use to meet these expectations. In their action plans some schools respond with bureaucratic procedures, while others indicate a more collaborative approach. This paper describes the first stage of a research project; the differences in implementation of the planned changes in schools will be the subject of further research. 相似文献
127.
Sheila Mahony Nick DeMartino Robert Stengel Don Agostino Jayne Zenaty Ted Carpenter 《Communication Booknotes Quarterly》2013,44(11):80-81
Sheila Mahony, Nick DeMartino, and Robert Stengel's Keeping PACE with the New Television (New York: VNU Books International, 1980---price not given, paper) Don Agostino and Jayne Zenaty's "Home VCR Owner's Use of Television and Public Television: Viewing, Recording & Playback" (CPB, 1980---free on request, paper) The Communications Revolution and the Education of Americans (Council on Learning, NBW Tower, New Rochelle, N.Y. 10801---$6.95, paper) Ted Carpenter's Calling the Tune: Communication Technology for Working, Learning, and Living (National Institute for Work and Learning, Suite 301 1211 Connecticut Ave. NW, Washington 20036---$12.00, paper) The Economics of New Educational Media: Vol 2, Cost and Effectiveness (Paris: Unesco/New York: Unipub, 1980---$18.00, paper) A Guide to Rules and Regulations for Public Radio (National Federation of Community Broadcasters, 1000 11th St. NW (3rd floor), Washington, D.C. 20001---$50.00, loose-leaf format in notebook) 相似文献
128.
The development of effective strategies for planned change presents a challenge to an organization operating in a modern, complex society. A change agency often faces two barriers to the diffusion of innovations —the lack of direct contact with individual receivers on a daily basis, and limited and perhaps shrinking resources. Two strategies which help a change agency address these barriers are: a) the use of co‐change agencies in innovation development and b) the diffusion of innovations through other organizations at the system‐receiver level. The use and effectiveness of these modifications to the traditional diffusion model are illustrated in the development and diffusion of a health education program called Foods for Health. 相似文献
129.
Sheila Egoff 《International Information and Library Review》2013,45(3):265-279
AbstractIn Great Britain and the United States common developmental issues have resulted in the evolution of two very different models of school library provision. In the United States, school libraries are integrated media centers, separate from public library influence, staffed by specialists with dual training in teaching and librarianship, and dedicated to an educational mission. British school libraries are contested terrain with two patterns of staffing, support by Public Library Services, and incomplete formulation of mission and rationale. This article discusses five factors which have facilitated or retarded school library development in the two countries (standards, staffing and certification, government support, rationale, professionalization) and generalizes about development factors and the successful promotion of school libraries. 相似文献
130.
Sheila Marie McAllister 《Community College Journal of Research & Practice》2013,37(4):262-277
ABSTRACTIn this case study research, the effectiveness of psychological support services rendered to students at a Technical and Vocational Education and Training (TVET) college in South Africa is explored. Using the systems theory of psychology, the article postulates that students at TVET colleges encounter a myriad of psychological challenges, which can adversely affect their academic success. From an interpretivist paradigmatic standpoint, a sample of 30 students was purposively selected to participate in focus group interviews. It was found out that psychological support services improved students’ academic performances, attendance, retention, and also enhanced college certification rate. It is recommended that institution need to establish linkages with key stakeholders such as the Departments of Higher Education and Training and Health, psychological professional bodies, and other TVET colleges in order to create a platform for sharing vital information on psychological support to students. 相似文献