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51.
Alexandra Murphy 《Journal of Applied Communication Research》2013,41(1):30-53
Building on past research, this article argues that organizational life can be usefully construed as a series of communicative performances that are embedded and enacted in everyday discursive practices. Specifically, this research explores the sensemaking process individuals undertake when faced with the dilemma of knowing when to invent appropriate ways to respond rather than being automatically constrained by past routines. The research presents case study evidence drawn from participant observation and interviews with flight attendants from a major U.S. airline. Shown to be high in emotional and impression management, flight attendants perform a feminized role that privileges accommodation over authority and reassurance over safety that may influence their performances in emergency situations. The work ends with an evaluation of the dominant air travel performance in relation to safety and offers recommendations for facilitating communication and coordination among flight attendants and pilots. 相似文献
52.
Gisela Butera Alexandra W. Gomes Seema Kakar 《Medical reference services quarterly》2013,32(3):292-301
This article describes how librarians became involved as members of an interdisciplinary curricular team in a problem-based learning course for first- and second-year medical students. The experience illustrates how librarians can become part of a team, collaborating with medical faculty to assist in revising curricula, incorporating innovative teaching techniques, and creating effective simulated patient case scenarios. Working within an interdisciplinary collaborative team on curriculum development allows librarians to move beyond the traditional role of instruction and can lead to additional opportunities, including research and ongoing involvement in curricular changes. 相似文献
53.
Scopus and Web of Science are the two major citation databases that collect and disseminate bibliometric statistics about research articles, journals, institutions, and individual authors. Liaison librarians are now regularly called upon to utilize these databases to assist faculty in finding citation activity on their published works for tenure and promotion, grant applications, and more. But questions about the accuracy, scope, and coverage of these tools deserve closer scrutiny. Discrepancies in citation capture led to a systematic study on how Scopus and Web of Science compared in a real-life situation encountered by liaisons: comparing three different disciplines at a medical school and nursing program. How many articles would each database retrieve for each faculty member using the author-searching tools provided? How many cited references for each faculty member would each tool generate? Results demonstrated troubling differences in publication and citation activity capture between Scopus and Web of Science. Implications for librarians are discussed. 相似文献
54.
Elaine Sullo Tom Harrod Gisela Butera Alexandra Gomes 《Medical reference services quarterly》2013,32(1):25-33
Since fall 2009, reference librarians at The George Washington University's Himmelfarb Health Sciences Library have been embedded in online classes through Blackboard within the School of Nursing and School of Medicine and Health Sciences. The authors sought to determine the types of questions asked of the librarian, with the goal of informing future interactions with distance education classes to help develop a standard “protocol” for working with this population of students. Eighty-two questions were categorized and qualitatively analyzed. The findings have prompted librarians to explore tools such as Elluminate Live!, a tool that allows librarians to provide synchronous instruction within the Blackboard environment. 相似文献
55.
Alexandra O. Santau Walter Secada Jaime Maerten‐Rivera Neporcha Cone Okhee Lee 《International Journal of Science Education》2013,35(15):2007-2032
The study examined US elementary teachers’ knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers’ knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger five‐year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. It involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first‐year implementation of the intervention. Based on teachers’ questionnaire responses and classroom observation ratings, results indicated that (1) teachers’ knowledge and practices were within the bounds of acceptability but short of reform‐oriented practices and (2) grade‐level differences existed, especially between Grades 3 and 5. 相似文献
56.
Alexandra Juhasz 《Quarterly Journal of Speech》2013,99(1):69-74
The struggle over credit for the discovery of penicillin is a powerful case study of the ability of scientific narrative to establish reputation. This paper examines the ways Alexander Fleming and Howard Florey told the story of the discovery and development of penicillin, each providing provenance for the drug and enhanced claims for personal recognition. Fleming's version incorporated familiar narratives of the intervention of chance and divine favor, heroic scientists, and the need to extract good from evil. This account, echoing themes found in British home front stories of the “Blitz,” the Battle of Britain, and the miracle of Dunkirk, appealed to a public imagination already stimulated by a wartime press. By contrast, Florey used a conventional chronology typical of scientific literature to tell his version of the discovery of penicillin, placing his work at the end of a sequence of investigations on antibiotic substances that started in the 19th century. This view of scientific development as building on the work of predecessors was an account of the penicillin story satisfying to an audience of scientific peers. That Fleming is credited in the public mind as the discoverer of penicillin is partially a result of his construction of a narrative of discovery that invited popular participation and appealed to a beleaguered nation at war. 相似文献
57.
Arnold Horowitz 《The Educational forum》2013,77(4):403-425
The records of the New York City Police Department and the New York State Department of Correction would show that my career of crime began at fifteen when I was committed to the Elmira Reformatory for robbing a Tenth Avenue grocery store. These records are slightly inaccurate. My underworld career really began four years earlier, at the tender age of eleven, when I “turned off” a Ninth Avenue cigar store for a load of cigarettes and candy and an armful of Nick Carter and Old Sleuth magazines. I have indelible memories of that blood-and-thunder fiction which furnished me with patterns for my adolescent exploits. Moreover, it convinced me that George Washington and Abraham Lincoln were sissies compared to Jesse James, “High Card Mike,” and the Younger Brothers. Safe cracking and train robbery, it also convinced me, was a better racket than statesmanship. 相似文献
58.
This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to categorize the two groups yielded a total of 63 participants (n = 44 for the dyslexia; n = 19 for the specific language impairment). A stepwise multiple regression approach was conducted to examine which cognitive and/or language variables made the largest contribution to reading abilities (i.e., Phonetic Decoding Efficiency, Word Attack, Sight Word Efficiency, and Passage Comprehension). Results revealed that there were significant differences in which measures of cognitive and language ability predicted individuals with dyslexia and speech and language impairments reading ability, showing that the cognitive and language variables underlying their difficulty with reading abilities were not the same across the two groups. A discriminant function analysis showed that a measure of Verbal Comprehension, Phonological Awareness, and Phonetic Decoding Efficiency can be used to differentiate the two groups. These findings support the tenet that dyslexia and specific language impairment are two subgroups of reading disabilities and that thorough diagnostic evaluations are needed to differentiate between these two subgroups. Distinctions of this nature are central to determining the type and intensity of language-based interventions. 相似文献
59.
AbstractThis study focuses on the uses that two groups of higher education students make of technological resources offered by an institution to build their own personal learning environments. The main thesis is that these uses depend on the techno-pedagogical design of the teaching and learning process in which the technological resources are framed. In order to explore and illustrate this thesis two instructional sequences have been analysed. Both use the same technological design, the Elgg platform, which allows users to select and organize a set of resources or widgets according to their interests and needs. The results show that in both cases the uses that students make of technology are related to the characteristics and requirements of the particular techno-pedagogical designs. We conclude that the key is not to offer technological resources to the students so they can build their own personal learning environments, but to design activities that attract and induce them to build these personal environments and to guide and support the process of construction. 相似文献
60.
In 3 experiments, the attentional responses of 4-month-old infants to frequency-modulated (FM) sweeps corresponding to the frequency range of adult-to-infant and adult-to-adult intonation patterns were assessed. In Experiment 1, infants were observed to discriminate "exaggerated" (i.e., adult-to-infant) FM sweeps from "normal" (i.e., adult-to-adult) FM sweeps in a habituation-dishabituation paradigm but did not selectively attend to one over the other. In Experiment 2, where the same stimuli were used in a paired-comparison paradigm, again no differential attention was observed. In Experiment 3, the most exaggerated sweep was paired against a continuous, monotonic pure tone, but again no difference in salience was observed. These data suggest that the extent of modulation or intonation of an auditory stimulus per se does not constitute a salient cue for infants' attention to sound. 相似文献