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191.
192.
Higher education as a self-guiding society 总被引:1,自引:1,他引:0
Burton Clark 《Tertiary Education and Management》1997,3(2):91-99
193.
The present experiment investigated the alteration of ingestive behaviors as an outcome of exposure to uncontrollable water deliveries in order to examine the mechanisms underlying finickiness. The experiment employed a single treatment session during which rats were exposed to response-contingent, response-independent, or no-water deliveries in a triadic design. Subsequent two-bottle tests (quinine vs. water) conducted in the treatment apparatus revealed finickiness about the novel, bitter quinine solution in rats previously exposed to uncontrollable water deliveries. Thus, finickiness does not depend on the fear of aversive events, such as shock, but may be explained in terms of stress induction. The persistence of the finickiness effect for the 4 days of testing supports the interpretation that finickiness reflects a long-lasting associative component of helplessness. 相似文献
194.
Paul F. Burton 《Learned Publishing》1990,3(1):65-65
195.
This paper describes the development of a nonlinear “black box” electrical model of a static thermal mesquite wood physical system. The effects of borer activity, bark, wood composition and other factors on the ignition parameters of the mesquite wood were included in the model. The model predicted temperatures (surface and internal) of a stem of mesquite with respect to time for a given constant thermal environment. 相似文献
196.
Chester E. Finn, Jr., formerly assistant secretary of education, is professor of education and public policy at Vanderbilt
University. 相似文献
197.
伯顿·K·利姆 《自然科学博物馆研究》2018,(1):71-76
皇家安大略博物馆融合自然历史和世界文化于一身,藏品超过1250万件,大量开展国际范围的研究。2017年参观人数超过130万人次。该馆设有27个永久的世界文化和自然历史展厅、2个儿童动手实践探索展厅和4个用于临时展览的展区。该馆收集了两只鲸鱼的骨架,将其中一只鲸鱼的心脏做塑化处理后在主展厅展出,将在加拿大各地和其他国家和地区进行巡回展出。 相似文献
198.
Mark O’Brien Tünde Varga-Atkins Diana Burton Anne Campbell Anne Qualter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,54(2):211-242
This paper draws on the findings of a research project funded by the Liverpool City of Learning consortium in the UK. The aim is to explore the process of introduction of ten authority wide learning networks, the impact these have on school professionals practice, the opportunities they offer for CPD and the extent to which they may impact on pupil learning. The research presented here draws on findings from a questionnaire distributed to school professionals and key issues emerging from their analysis point to the influence of national government agendas on school professionals’ interpretation of the purpose of the networks. They also point to the views of staff regarding the impact of the attainment agenda as well as the extent to which an increased emphasis on social inclusion and wider understandings of learning and achievement (which are less well represented by results-based performance monitoring) are having on their hopes for what Learning Networks might deliver. The expectations of staff of the opportunities offered by learning networks for long term professional development provide some interesting insights, and perhaps, some useful pointers as to how networks of this kind might develop in the future. 相似文献
199.
Cheryl Wright Chiara Bacigalupa Tyler Black Michael Burton 《Early Childhood Education Journal》2008,35(4):363-369
Telling and dramatizing stories is an increasingly popular addition to the preschool curriculum, largely due to the attention
this activity has received through the writings of Vivian Paley (Bad guys don’t have birthdays: fantasy play at four. The
University of Chicago Press, Chicago, 1988; The boy who would be a helicopter: the uses of storytelling in the kindergarten. Harvard University Press, Cambridge, MA,
1990; A child’s work: the importance of fantasy play. The University of Chicago Press, Chicago, 2004). While the writings of Paley and others (Cooper, When stories come to school: telling, writing, and performing stories in
the early childhood classroom. Teachers & Writers Collaborative, New York, 1993; Engel 1999) focus on the social and cognitive outcomes children experience as a result of storytelling, less has been written
about the process of writing and dramatizing stories with young children. This article discusses procedures and considerations
that enhance storytelling with preschool children, including effective prompts for encouraging children’s creativity, potential
trouble spots such as aggression in stories, and ways that storytelling can enhance home-school relationships. 相似文献
200.
George Cooper Katherine Burton Alejandra Black Mokheseng Buti Geraldine Richards Ginny Herbert Emma Lockwood Janet Remmington 《Learned Publishing》2023,36(1):58-67
- Collaboration between publishers and learned society partners can accelerate and amplify DEIA outcomes.
- 97 HSS titles have adopted alt-text publication workflows and this change has been welcomed by journal authors and editors.
- Efforts to promote global inclusivity do not always result in greater membership diversity, retention and growth.
- Top-down, publisher-led DEIA initiatives are effective when they are aligned strategically to pre-existing society initiatives.
- Bottom-up, member-led DEIA initiatives benefit from publisher support to mitigate financial and time-based barriers to active participation.
- To reliably track DEIA outcomes, publishers ought to adopt systematic data collection strategies through initiatives like C4 and the Joint Commitment.