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41.
Peggy A. Pritchard 《图书馆管理杂志》2013,53(4):373-396
ABSTRACT Information literacy is essential for success in undergraduate science programs, but teaching faculty are generally ill-prepared or unwilling to provide intentional support in their courses. Librarians are uniquely qualified to help. In this article, the author presents one example of a faculty–librarian collaboration in which the science librarian is embedded in a first-year, undergraduate course in nanoscience, both as a codesigner of the curriculum and a member of the teaching team. She traces her progress from new appointee to faculty partner, and describes the unique, electronic-journal project they designed to promote the development of information and academic literacies. 相似文献
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Peggy A. Pittas 《Innovative Higher Education》2000,25(2):97-110
This article offers the Lynchburg College Symposium Readings (LCSR) Program as a model for faculty development. The program encourages faculty collaboration, innovative classroom practices, and service as well as new areas of faculty scholarship. Methods for assessing faculty work within the context of the goals of the program and the institution are described. Throughout the history of the program an emphasis has been placed on continuous faculty development in the belief that keeping faculty vital ensures quality teaching and scholarship. 相似文献
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The influence of achievement goals and social goals on help-seeking from peers in an academic context was examined in two studies. A total of 551 high school students participated in the two studies. The results across the studies demonstrated strong convergence, revealing that mastery-approach, mastery-avoidance, and friendship-approach goals were positive predictors of instrumental help-seeking, whereas performance-avoidance and friendship-avoidance goals were negative predictors. Study 2 additionally demonstrated that attitudes toward help-seeking mediate the influence of achievement and social goals on instrumental help-seeking. These results add to the body of work investigating achievement and social motivation together to more fully understand motivational influences on academic outcomes. 相似文献
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The Woodcock Language Proficiency Battery (WLPB) was administered to 18 learning-disabled adolescents from a culturally variant population in rural southern Louisiana and to a matching group of normal achievers. ANOVA results revealed that group status (learning-disabled vs. normally achieving) had a significant effect on cluster scores (Oral Language, Reading, and Written Language), p < .001. Significant effects for cluster scores were not discovered; however, the significant interaction (p < .05) between subjects and cluster scores was determined to be the result of group differences on all cluster scores. Kolmogorov-Smirnov Z-test results indicated that all WLPB cluster scores for the learning-disabled group were significantly lower (p < .001) than the test's means for each of these clusters; but, for the achieving group, only the Oral Language Cluster mean was significantly lower than the WLPB mean, p < .001. Additional t-test investigation revealed that the learning-disabled group means were significantly lower than the achieving group means on all subtests except for Picture Vocabulary. A modified contrastive linguistic analysis did not uncover the existence of test bias for semantics when error responses were evaluated. The results of this study suggest that the WLPB may be a useful tool for culturally diverse students when interpretation is based on a community norm perspective. 相似文献
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Addressing first- and second-order barriers to change: Strategies for technology integration 总被引:16,自引:0,他引:16
Although teachers today recognize the importance of integrating technology into their curricula, efforts are often limited
by both external (first-order) and internal (second-order) barriers. Traditionally, technology training, for both preservice
and inservice teachers, has focused on helping teachers overcome first-order barriers (e.g., acquiring technical skills needed
to operate a computer). More recently, training programs have incorporated pedagogical models of technology use as one means
of addressing second-order barriers. However, little discussion has occurred that clarifies the relationship between these
different types of barriers or that delineates effective strategies for addressing different barriers. If pre- and inservice
teachers are to become effective users of technology, they will need practical strategies for dealing with the different types
of barriers they will face. In this paper, I discuss the relationship between first- and second-order barriers and then describe
specific strategies for circumventing, overcoming, and eliminating the changing barriers teachers face as they work to achieve
technology integration. 相似文献
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