全文获取类型
收费全文 | 157篇 |
免费 | 6篇 |
专业分类
教育 | 93篇 |
科学研究 | 24篇 |
各国文化 | 1篇 |
体育 | 14篇 |
文化理论 | 6篇 |
信息传播 | 25篇 |
出版年
2024年 | 1篇 |
2023年 | 1篇 |
2021年 | 3篇 |
2020年 | 5篇 |
2019年 | 6篇 |
2018年 | 13篇 |
2017年 | 15篇 |
2016年 | 9篇 |
2015年 | 9篇 |
2014年 | 10篇 |
2013年 | 40篇 |
2012年 | 3篇 |
2011年 | 8篇 |
2010年 | 7篇 |
2009年 | 5篇 |
2008年 | 1篇 |
2007年 | 3篇 |
2006年 | 4篇 |
2005年 | 2篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1991年 | 1篇 |
1984年 | 1篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1975年 | 1篇 |
1920年 | 1篇 |
排序方式: 共有163条查询结果,搜索用时 15 毫秒
31.
News use and political discussion are often studied as important factors in understanding the effects of political efficacy on participation. However, measurements of external efficacy often blur distinctions between personal ability and government responsiveness. This study establishes a measure for perceptions of competence in the institutions of democratic government—government efficacy (GE). Drawing on panel survey data from the United States, confirmatory factor analysis introduces GE as a unique construct. Political efficacy dimensions are tested for their impact on news consumption, discussion, and political participation. Results add to the extant literature revolving the role of political efficacy on news use, discussion, and participation. 相似文献
32.
Esther L. Gil 《Journal of Business & Finance Librarianship》2017,22(2):97-110
This case study describes collaboration between an instructor and business librarian to maximize a one-shot information literacy session for a required marketing class for business majors. It includes an active-learning exercise where groups use three key business databases to conduct a company and industry analysis and an environmental scan for a company. The instructor then guides them in developing a strengths, weaknesses, opportunities, threats (SWOT) analysis. This session prepares students for the SWOT analysis they will have to submit for their actual projects. This article includes assessment of groups' in-class exercises as well as citation analysis of the assignments they turned in for their actual projects. 相似文献
33.
34.
35.
36.
37.
NHS knowledge and library staff are a highly specialist workforce delivering an economic benefit of £77 million per annum to the health service in England. To achieve their full potential and meet the changing needs of the NHS, it is vital that the workforce remains up to date through the continuing development of their skills, knowledge, and behaviours. This article outlines the work of Health Education England to gain Chartered Institute of Library and Information Professionals (CILIP—The Library and Information Association) quality accreditation for the short course offers delivered through the NHS Knowledge for Healthcare Learning Academy. It summarises the benefits of this accreditation for Health Education England, for employers, and for knowledge and library staff participating in the short courses. Learning points from the experience of the accreditation process are described and shared. 相似文献
38.
Longitudinal data are often collected in waves in which a participant’s data can be collected at different times within each wave, resulting in sampling-time variation that is unaccounted for when waves are treated as single time points. Little research has been reported on the effects of this temporal imprecision on longitudinal growth-curve modeling. This article describes the results of a simulation study into the effect of sampling-time variation on parameter estimation, model fit, and model comparison with an empirical validation of the model fit and comparison results. 相似文献
39.
40.
Santiago R. Acuña Héctor García Rodicio Emilio Sánchez 《European Journal of Psychology of Education - EJPE》2011,26(4):435-452
Despite the potential advantages of instructional explanations, evidence indicates that they are usually ineffective. Subsequent
work has shown that in order to make instructional explanations effective indeed, one successful strategy is to combine them
with indications of the limitations in learners' understanding that they are intended to revise, which makes learners deeply
process the explanations. We explored whether this is so for both learners with low and those with high prior domain knowledge.
In one experiment, 77 participants with low and high prior knowledge learned about plate tectonics from a multimedia presentation.
In addition to the presentation, half the participants received instructional explanations combined with indications, whereas
the rest received instructional explanations with no indications. After using the materials, the participants solved retention
and transfer tests. Results showed that low prior knowledge learners learned more from explanations including indications
of their misunderstandings, whereas high prior knowledge learners profited from instructional explanations either with or
without the indications. We discussed theoretical and practical implications. 相似文献