全文获取类型
收费全文 | 570篇 |
免费 | 19篇 |
专业分类
教育 | 438篇 |
科学研究 | 30篇 |
各国文化 | 12篇 |
体育 | 29篇 |
文化理论 | 3篇 |
信息传播 | 77篇 |
出版年
2023年 | 3篇 |
2022年 | 5篇 |
2020年 | 12篇 |
2019年 | 13篇 |
2018年 | 25篇 |
2017年 | 33篇 |
2016年 | 30篇 |
2015年 | 11篇 |
2014年 | 26篇 |
2013年 | 125篇 |
2012年 | 20篇 |
2011年 | 14篇 |
2010年 | 9篇 |
2009年 | 21篇 |
2008年 | 20篇 |
2007年 | 11篇 |
2006年 | 12篇 |
2005年 | 9篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 6篇 |
2001年 | 14篇 |
2000年 | 8篇 |
1999年 | 10篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1996年 | 8篇 |
1995年 | 5篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 8篇 |
1989年 | 3篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 3篇 |
1984年 | 6篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 7篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 4篇 |
1929年 | 2篇 |
1887年 | 2篇 |
1866年 | 2篇 |
1865年 | 4篇 |
1862年 | 2篇 |
排序方式: 共有589条查询结果,搜索用时 31 毫秒
451.
452.
Emily Christofides Eileen Wood Amanda Catherine Benn Serge Desmarais Krista Westfall 《Mentoring & Tutoring: Partnership in Learning》2017,25(4):417-429
Disclosure is a critical element of interpersonal relationships and individuals are often evaluated on what they share with others, whether in personal, professional, or learning contexts. Technology now allows for many different outlets for communicating with other people. We used experimental methods to explore the impact of communication medium (i.e. print diary, online diary, blog, or email) on psychosocial perceptions of a potential peer mentor. Female participants gave more positive mentor ratings on likeability, likeliness to disclose to the mentor, and perceived closeness than did males, but not on judgments of the mentor’s privacy. Participants judged the mentor to be more private when they viewed the print diary than in the online conditions and when reading the online diary than the blog (the least private condition). We also found that women were more likely to reciprocate disclosure when they viewed disclosures in the print condition than in the blog. 相似文献
453.
Fiona Q. Wood David C. Nicholls V. Lynn Meek 《The Australian Educational Researcher》1993,20(3):83-100
The 1980s have witnessed a growing concern by governments in many western countries that the research finding agencies which they support are accountable/or what is funded and can demonstrate efficiency and effectiveness of their operations. However, despite the reports regarding the operations of for example, the National Science Foundation in the United States and the Research Councils in the United Kingdom there is very little readily available information on the operations of those agencies or Programs responsible for the allocation of “seed funds”. This article reports the results of a survey which investigated how one such Program in Australia has been meeting both its own aims as well as the needs of its grant recipients in relation to collaborative international science and technology projects. The findings show an overwhelming support for the Program and identify many tangible examples of how a little money can go a long way. Furthermore, one of the main points made by grant recipients is that the Program is complementary to, rather than a supplement for the other Australian research funding schemes. 相似文献
454.
455.
456.
Eileen Wood Michael Pressley James E. Turnure Ruth Walton 《Educational technology research and development : ETR & D》1987,35(1):43-52
Preschool-age children were presented four picture-dictionary definitions to leam. Definitions were accompanied either by
pictures detailing all the attributes of the definition referent (elaborated pictures) or simpler, less complete illustrations
(nonelaborated pictures). After one presentation, the definition was repeated either as a series of questions to which the
child responded, or as simple declarative restatements. Total recall of information stated in the definitions was improved
by the elaborated pictures. The presence of elaborated pictures also resulted in greater recall congruent with the defined
concept, but not present in the definition as stated (i.e., inferences). Questioning produced a higher percentage of paraphrased
recall (i.e., nonverbatim recall of information stated in the definitions). These latter two findings are consistent with
the interpretation that both elaborated pictures and questions lead preschoolers to process more extensively information provided
in definitions. 相似文献
457.
Angelica M. G. Palacios J. Luke Wood 《Community College Journal of Research & Practice》2016,40(8):643-655
The spread of online courses and programs in community colleges across the nation has contributed to a redefinition of open-access education. Accordingly, the growth in online courses has drawn attention to the value of different instructional modalities, particularly with regard to their effectiveness in learning, retention, and success. As a result, this study sought to determine whether or not there were differences in students’ academic success and course retention for community college men by racial/ethnic affiliation. This study used institutional data on men enrolled in California’s community college system to provide greater insight into the effect of online learning on student success. Findings illustrated that Asian, Black, Latino, and White men were more likely to have higher success outcomes when engaged in face-to-face modalities. There were no clear patterns in which online modality was better than others with regards to success, except for Black men. For these men, asynchronous with multimedia was identified as the second most effective online modality pertaining to success. This research has demonstrated the manifold benefits of face-to-face instruction. As such, face-to-face courses seemed to be the best type of modality for community college men. For that reason, careful consideration must be taken when promoting online learning to Asian, Black, Latino, and White men in community colleges. Though, further research is needed to better understand variation in the presentation of online learning materials and the structure of interactions within online classrooms. 相似文献
458.
This paper examines the factors influencing theyield — the proportion of accepted applicants that confirm their intention to attend — in the admissions process for the MBA program of the school of management at a large metropolitan university. A stochastic model of a student's MBA program choice decision is presented. Using the resulting logistic probability model, the authors examine the impact of student traits (both aptitude-related and non-aptitude-related) and program characteristics, known to admissions officials, on the probability of confirmation. The results of the analysis provide a basis for measuring the dimensions of the market for educational services this MBA program provides, suggest a strategic response to this market, and offer a way to measure the profitability of various strategic response options. In particular, the results demonstrate that financial aid awards can increase dramatically the probability of confirmation and that confirmation probabilities are affected significantly by non-aptitude-related student characteristics. 相似文献
459.
Clare Wood 《Journal of Research in Reading》2005,28(2):170-182
This paper reports on a small‐scale study that considered whether a phonic‐based ‘talking book’ could outperform one‐to‐one reading tuition with an adult with respect to improving beginning readers' phonological awareness over a short period. It also examined whether the children's reading strategies were affected by their use of the software. Two groups of children, one aged five years and one aged six years, used three phonic‐based talking books over six 15‐minute sessions and were assessed on their phonological awareness and reading strategies both before and after this intervention. Their performance was compared to that of matched comparison groups who were given one‐to‐one adult tutoring with the paper versions of the same books. There were no significant differences between the two groups in their phonological awareness attainment, with both groups showing equivalent gains from pre‐ to post‐test. Use of specific features of the software was associated with gains in rhyme detection ability and with changes in the children's reading strategies. 相似文献
460.