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51.
52.
This study examined observers' perceptions of nine different types of touch (including a "no touch" control condition) used in cross-sex relationships between coworkers. Results showed that face touch sends particularly strong relational and emotional messages. A soft touch in the cheek area of the face was seen as signaling more affection, attraction, flirtation, and love than the other types of touch. Face touch was also rated as the most inappropriate and sexually harassing of the nine types of touch examined. Arm around the waist was also rated as showing relatively high levels of attraction and flirtation, as well as inappropriateness and harassment. No touch and handshaking conveyed the most formality. Observers rated women as more affectionate, trusting, happy, and composed than men across the touch conditions. Men, however, were judged to be more attracted to their cross-sex partners than were women. These and other findings are discussed to shed light on the multiple interpretations of touch within the context of relationships between cross-sex coworkers. 相似文献
53.
Josephine Arce 《International journal of qualitative studies in education》2013,26(2):227-246
This study examines how socially conscious bilingual Latino educators, specifically prepared to teach underserved children, resist multiple layers of hegemonic structures. The participants are five beginning Spanish bilingual teachers who teach in urban and semi-rural elementary schools. The study explores how their resistance unfolds as they develop and become critical educators and how their presence in schools provides children with the potential to develop social consciousness. This participatory research design uses dialogue as a tool to identify the problem, to facilitate the emergence of voice, to construct new knowledge, and to take action. Several themes surface: (1) the isolation of bilingual teachers, (2) the manifestations of power relations among students, (3) the use of a culturally bound pedagogy, (4) the countering of hidden curriculum through critical pedagogy, and (5) development of identity and voice for both students and teachers. The participating Latino teachers linked their social consciousness with an emergent critical pedagogy, which sustained them as they encounter many obstacles in their new profession. 相似文献
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55.
This article considers the British experience of developing education for publishers at the end of the 1990s. To introduce
the subject, it briefly outlines recent trends in the UK in publishing and bookselling: the size and nature of the workforce
as revealed in recent surveys; and what employers recently indicated that they are looking for in their employees. Then, it
summarises some of the developments that are taking place in education and training, before outlining the courses currently
available in the Universities, their growing emphasis on business management and Information Technology, and the benefits
to employers of recruiting students from these courses. Finally, it raises issues that will become more significant in the
future: new legal and ethical challenges, and the responsibility for preservation and conservation arising from technological
changes; keeping existing staff up to date; the international dimensions of the industry; retaining links between the academic
community and the industry; regulating standards of professional practice; and the development of research.
An earlier and shorter version of this paper, entitled “Education for publishing— the British experience,” was presented by
Ian Johnson at a colloquium “Books, Publishers and Libraries,” organised by Zagreb Chamber of Commerce’s Association of Publishers
and Booksellers and the University of Zagreb’ s Department of Information Science in December 1996.
IAN JOHNSON has been Head of the School of Information and Media at The Robert Gordon University, Aberdeen, Scotland since
1989, and initiated the School’s development as a centre for publishing education and research in 1992. He is currently joint
editor of Libri; a member of the Editorial Board of Education for Information; and Chairman of the Heads of Schools and Departments Committee of BAILER: the British Association for Information and Library
Education and Research, and of the Executive Board of EUCLID: the European Association for Library and Information Education
and Research.
JO ROYLE is Subject Leader for Publishing Studies and Course Leader for the BA/BA (Honours) in Publishing Studies in the School
of Information and Media, where she has taught since 1993. She is currently researching aspects of branding in publishing,
and the impact of the Internet on relationship management within the book trade. 相似文献
56.
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58.
The experiment was conducted to assess the effect of ordinary school art instruction in human figure drawing on scores of the Goodenough-Harris Drawing Test. Subjects consisted of 44 fifth-grade students attending a suburban parochial school who were members of two preexisting, randomly assigned homeroom classes. Both classes were taught two lessons in art by their regular teachers. The treatment group was taught human figure drawing, and the control group had art lessons excluding figure drawing instruction. The Drawing Test was administered three times, one preinstruction and two postinstruction administrations. Absenteeism reduced treatment and control groups to 14 and 17 subjects, respectively. As predicted, no differences were found in the control group between pretest and postests. The treatment group showed significant gains on both posttests, as well as a significant decline from the first posttest to the second posttest. 相似文献
59.
Edward Burns 《Psychology in the schools》1976,13(3):285-287
The relation between average deviation, as determined using the Illinois Test of Psycholinguistic Abilities, and Stanford-Binet intelligence scores was examined using a preschool sample. The results revealed a curvilinear (quadratic) relation between total average deviation and Stanford-Binet intelligence scores. The use of average deviation as an index of “learning disabilities” was discussed. 相似文献
60.
Shireen Desouza Josephine M. Czerniak Charlene M. 《Journal of Science Teacher Education》2003,14(2):75-96
Journal of Science Teacher Education - 相似文献