全文获取类型
收费全文 | 1237篇 |
免费 | 5篇 |
国内免费 | 2篇 |
专业分类
教育 | 513篇 |
科学研究 | 580篇 |
各国文化 | 13篇 |
体育 | 48篇 |
文化理论 | 19篇 |
信息传播 | 71篇 |
出版年
2019年 | 13篇 |
2018年 | 17篇 |
2017年 | 12篇 |
2014年 | 14篇 |
2013年 | 227篇 |
2011年 | 13篇 |
2010年 | 10篇 |
2009年 | 13篇 |
2008年 | 13篇 |
2007年 | 8篇 |
2006年 | 10篇 |
2005年 | 18篇 |
2004年 | 18篇 |
2003年 | 12篇 |
2002年 | 8篇 |
2001年 | 10篇 |
2000年 | 10篇 |
1996年 | 12篇 |
1995年 | 10篇 |
1994年 | 9篇 |
1993年 | 15篇 |
1990年 | 13篇 |
1989年 | 8篇 |
1983年 | 9篇 |
1981年 | 12篇 |
1980年 | 7篇 |
1978年 | 17篇 |
1977年 | 10篇 |
1975年 | 7篇 |
1948年 | 13篇 |
1944年 | 7篇 |
1930年 | 20篇 |
1929年 | 28篇 |
1928年 | 33篇 |
1927年 | 32篇 |
1926年 | 30篇 |
1925年 | 52篇 |
1924年 | 33篇 |
1923年 | 34篇 |
1922年 | 11篇 |
1921年 | 15篇 |
1920年 | 28篇 |
1919年 | 13篇 |
1918年 | 12篇 |
1915年 | 8篇 |
1871年 | 7篇 |
1870年 | 7篇 |
1868年 | 15篇 |
1867年 | 9篇 |
1865年 | 7篇 |
排序方式: 共有1244条查询结果,搜索用时 31 毫秒
81.
82.
Melanie Henry Peter Cho Phyllis Dupuis 《Community College Journal of Research & Practice》2013,37(3):220-234
This article provides a pre- and post-Katrina snapshot of issues in the human resource arena with emphasis on resilience, persistence, and the overwhelming need for effective planning. 相似文献
83.
Eilis Hennessy Rosario Hernandez Patricia Kieran Henry MacLoughlin 《Teaching in Higher Education》2013,18(6):675-689
Within modular degrees it is sometimes possible for students to broaden their education by taking modules from outside their main programme of study. This is one significant aspect of modular degrees which has not been studied. In an effort to better understand this issue, the research reported in this paper explored the experiences: (1) of students taking modules from outside their programme of study and; (2) of staff teaching modules with significant numbers of students from other programmes. In total, 820 undergraduate students responded to an on-line survey; 12 academic staff members participated in interviews. The survey focused on students’ reasons for choosing the module, their experiences of assessment and their perceptions of workload. Interviews with academic staff focused on the influence of non-programme students on teaching and assessment practices. The discussion addresses the implications of student choice and classroom diversity for teaching and assessment in modular systems. 相似文献
84.
Evaluation of college and university teaching is considered in the context of growing demands for accountability of educational institutions and particular roles of faculty in achieving goals for which these institutions are believed to be accountable. In the first of two papers,* three contemporary aprroaches to evaluation of teaching in higher education are critically reviewed. All three of these approaches-assessment of learning outcomes, assessment of teacher characteristics and analysis of pedagogical behaviors-are found to be defective on logical, theoretical and empirical grounds. A common thread of deficiency is the absence of a coherent theoretical framework for analysis of teaching and phenomena associated with teaching. Specific defecs are analyzed in each of the three approaches as well as in the ubiquitous methodology of rating of teaching performance. In analysis of evaluation by assessment of learning outcomes, teaching is shown to be neither necessary nor sufficient to subsequent learning outcomes. Assessment of teacher characteristics fails to identify those characteristics peculiarly indigenous to teaching as a generic activity. Analysis of pedagogical behaviors fails to distinguish critical teaching acts from more general teacher characteristics interpretable in terms of teacher personality. Furthermore, no adequate basis is provided for normative interpretation of data pertaining to pedagogical behaviors. The use of rating scales to provide data about teacher characteristics or pedagogical behavior rests on assumed rather than demonstrated validity of results. Evidence of validity or meaningfulness is replaced by evidence of consistency which is often spurious. The first paper concludes with an outline of requirements for a more constructive approach to the task of teacher evaluation. In a second paper, an outline of a theory of teaching is sketched which conforms to these requirements. Realization of this theoretical structure in teaching assessment report forms is described. Tentative conclusions from trial use of forms-in-development and recommendations for additional data sources are discussed in terms of their potential contribution to improvement in teaching. 相似文献
85.
86.
87.
88.
Henry FP 《Medical Library and Historical Journal》1905,3(1):27-40
89.
90.