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371.
Thomas R. Brooks Lorne A. Parker Betsy Riccomini Mavis Monson John A. Bunyan James C. Crimmons 《Communication Booknotes Quarterly》2013,44(2):20-21
Thomas R. Brooks' Communications Workers of America: The Story of a Union (New York: Mason/Charter, 1977—$12.95) Lorne A. Parker and Betsy Riccomini, comps. A Report on University Applications of Satellite/Cable Technology: First Annual International Communications Conference (153 pp., paper, no date) Lorne A. Parker and Betsy Riccomini, comps. The Status of the Telephone in Education: Second Annual International Communications Conference (220 pp., paper, no date) Lorne A. Parker and Betsy Riccomini, comps. The Telephone in Education: Book II: Third Annual International Communications Conference (201 pp., paper, no date) Mavis Monson, et al., eds. A Design for Interactive Audio (132 pp., paper, 1977) John A. Bunyan and James C. Crimmons' Television and Management: The Manager's Guide to Video (White Plains, N.Y.: Knowledge Industry Publications, 1977—$24.50) 相似文献
372.
O P Costa Leonardo Christine Chung-Wei Lin Debora Grossi Bevilaqua Marisa Cota Mancini Anne K Swisher Chad Cook Dan Vaughn Mark R Elkins Umer Sheikh Ann Moore Gwendolen Jull Rebecca L Craik Christopher G Maher Rinaldo Roberto de Jesus Guirro Amélia Pasqual Marques Michele Harms Dina Brooks Guy G Simoneau John Henry Strupstad 《Cardiopulmonary Physical Therapy Journal》2013,24(1):4-6
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Adam B. Wilson Andrew J. Notebaert Audra F. Schaefer Bernard J. Moxham Shiby Stephens Caroline Mueller Michelle D. Lazarus Aaron Z. Katrikh Williams S. Brooks 《Anatomical sciences education》2020,13(1):91-101
In 2002, a widely publicized report projected an anatomy educator shortage based on department chairpersons' perceptions. Now, 17 years later, the question lingers: “Does an anatomy educator shortage persist and, if so, how severe is the shortage?” Trends in the number, type, and fill rate of anatomy educator job openings were explored by analyzing job posting in the United States over the past two years. A survey was distributed to leaders of anatomy-related departments in the United States, Canada, and European Union. Most departmental leaders who responded (65% or more) from the United States/Canada (n = 81) and the European Union (n = 52) anticipate they will have “moderate” to “great” difficulty hiring anatomy educators in gross anatomy, histology, and embryology over the next five years. Within the United States, the number of anatomy educator job postings at medical schools more than doubled from at least 21 postings in 2017 to 52 postings in 2018. Twenty-one percent of postings between 2017 and 2018 were never filled. While the number of anatomy educator openings within the United States/Canada is perceived to remain in a steady state for the next five years, the European Union estimates a five-fold increase in the number of openings. Departmental leaders prioritize anatomy educator applicants who have teaching experience (mean ± SD = 4.64 ± 0.84 on five-point Likert scale), versatility in teaching multiple anatomy disciplines (3.93 ± 1.07), and flexibility in implementing various teaching pedagogies (3.69 ± 1.17). Collectively, these data suggest the shortage of anatomy educators continues in the United States/Canada and the European Union. 相似文献
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ABSTRACTThere are many references to reading, and some to writing, in Shakespeare’s plays; a list is provided in an Appendix. They are analysed for what they reveal about the social status of literacy in Shakespeare’s day, and the references to reading are analysed further according to oral v. silent reading, and whether characters have company on stage, or are (or believe themselves to be) alone. Only a few characters are depicted as illiterate, sometimes for comic effect, more often for purposes of the plot. All persons of rank, and most others, are depicted as literate. It seems that in Shakespeare’s time, even among the highly educated, the practice of oral reading for varied purposes, even when alone, was still alive. One effect was, serendipitously, to give Shakespeare the freedom to manipulate reading practices plausibly, and brilliantly, for his own purposes. 相似文献
378.
Kimberley C. Tsujimoto Richard Boada Stephanie Gottwald Dina Hill Lisa A. Jacobson Maureen Lovett 《Scientific Studies of Reading》2013,17(3):254-272
ABSTRACTThe causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8–15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similar-achieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement. 相似文献
379.
Dina?Tirosh Pessia?Tsamir Esther?LevensonEmail author Michal?Tabach 《Journal of Mathematics Teacher Education》2011,14(2):113-131
Recently, there have been increased calls for enhancing preschool children’s mathematics knowledge along with increasing calls
for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional
development program Starting Right: Mathematics in Preschools. Focusing on four episodes that revolve around the topic of
equivalent sets, it demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge
as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice. Assessment of the program
included assessing the children’s knowledge. Results indicated that students of participating teachers learned to be more
flexible and to give more possible answers than students of non-participating teachers. 相似文献
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