全文获取类型
收费全文 | 82篇 |
免费 | 1篇 |
专业分类
教育 | 70篇 |
科学研究 | 5篇 |
各国文化 | 5篇 |
信息传播 | 3篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2020年 | 3篇 |
2019年 | 1篇 |
2018年 | 3篇 |
2017年 | 2篇 |
2016年 | 1篇 |
2014年 | 2篇 |
2013年 | 14篇 |
2012年 | 4篇 |
2011年 | 3篇 |
2010年 | 4篇 |
2009年 | 1篇 |
2008年 | 1篇 |
2007年 | 3篇 |
2006年 | 1篇 |
2005年 | 3篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1997年 | 2篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1986年 | 1篇 |
1981年 | 2篇 |
1977年 | 1篇 |
1905年 | 1篇 |
1899年 | 2篇 |
1897年 | 1篇 |
1887年 | 1篇 |
排序方式: 共有83条查询结果,搜索用时 0 毫秒
41.
42.
43.
Discussed are dilemmas faced by instructors who teach a course on ethics and aging. Decisions need to be made as to whether the course should utilize scientific objectivity or advocacy, relative or absolute standards, a theoretical/ intellectual or applied/personal orientation, and an age‐specific or age‐irrelevant view. Recommendations are provided for educational gerontologists who teach such a course. 相似文献
44.
Justin Johansen David Wiley 《Educational technology research and development : ETR & D》2011,59(3):369-382
The purposes of this study were to (a) determine the cost of converting BYU Independent Study’s e-learning courses into OpenCourseWare,
(b) assess the impact of opening those courses on paid enrollment in the credit-bearing versions of the courses, and (c) use
these data to judge whether or not an OpenCourseWare program could be financially self-sustaining over the long-term without
grant monies or other subsidies. The findings strongly suggest that the BYU Independent Study model of publishing OpenCourseWare
is financially self-sustaining, allowing the institution to provide a significant public good while generating new revenue
and meeting its ongoing financial obligations. 相似文献
45.
46.
Jessica L. Yang Yolanda Anyon Malina Pauline Katherine E. Wiley Donna Cash Barbara J. Downing 《Equity & Excellence in Education》2013,46(3-4):316-331
AbstractThis study adds to the extant research on the school-to-prison pipeline by investigating how school-based service providers and administrators conceptualize the causal mechanisms constraining and enabling the school-to-prison pipeline in a large urban district. Thirty-three schools were selected for the study based on their suspension rates. Support staff and district partners (n?=?36) participated in focus groups guided by semi-structured protocols. Most participants emphasized structural and systemic causes of the school-to-prison pipeline, such as institutional racism and poverty. To minimize the school-to-prison pipeline, participants highlighted the importance of relationship building and non-punitive practices in response to misbehavior, although solutions offered limited evidence of promising interventions. Given strong research indicating that racial disparities cannot be explained by differential behavior, scholarship in this area emphasizes the need to increase school-level practices that promote positive school climate. The persistence of exclusionary and punitive attitudes among a subset of the sample suggests a need for differentiated professional development to address competing frameworks for understanding the root causes of, and solutions to, the school-to-prison pipeline. 相似文献
47.
Joshua S. Redford Keith W. Thiede Jennifer Wiley Thomas D. Griffin 《Learning and Instruction》2012,22(4):262-270
Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a concept mapping group than for a control group, while a group of students who were given already constructed concept maps had accuracy between these two groups. In both experiments, control groups had poor metacomprehension accuracy. That is, they performed worse on tests they predicted better performance and performed better on tests they predicted worse performance. Although constructing concept maps did not produce the same high level of accurate monitoring previously reported in the literature, it still reduced the illusion of knowing. 相似文献
48.
With increasing frequency, authors in academic and non-academic fields are releasing their books for free digital distribution.
Anecdotal evidence suggests that exposure to both authors and books increases when books are available as free downloads,
and that print sales are not negatively affected. For this study we interviewed ten authors to determine their perceptions
of the effect free digital distribution has on the impact and sales of their work. In addition, we examined the sales data
of two books over a two year period of time, in which one book was freely available for the second year. All of the individuals
we surveyed felt free digital downloads increased the distribution and impact of their book. None of the authors felt that
print sales were negatively affected. Data from our book sale comparison suggest that in the case we studied, free digital
distribution did not negatively affect sales. 相似文献
49.
50.