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41.
S Crawford 《Bulletin of the Medical Library Association》1983,71(4):380-385
The constructs that underlie a discipline are complex and often times uncertain. It is argued that the ways in which we perceive and conceptualize are influenced by our habits of mind and our view of the world. This paper traces the concept of the "Information Society" from its inception in the discipline of economics through its development and its subsequent diffusion to the field of information science. 相似文献
42.
H Crawford 《Bulletin of the Medical Library Association》1966,54(3):199-205
Does the medical school library in the United States operate more commonly under the university library or the medical school administration? University-connected medical school libraries were asked to indicate (a) the source of their budgets, whether from the central library or the medical school, and (b) the responsibility for their acquisitions and cataloging. Returns received from sixtyeight of the seventy eligible institutions showed decentralization to be much the most common: 71 percent of the libraries are funded by their medical schools; 79 percent are responsible for their own acquisitions and processing. The factor most often associated with centralization of both budget and operation is public ownership. Decentralization is associated with service to one or two rather than three or more professional schools. Location of the medical school in a different city from the university is highly favorable to autonomy. Other factors associated with these trends are discussed. 相似文献
43.
A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N=23,438), two-year longitudinal study of first grade children was carried out to compare the predictive validity of measures of achievement status, growth in achievement, and their combination for predicting future reading achievement. The results indicate that under typical conditions, measures of growth do not make a contribution to prediction that is independent of measures of achievement status. These results question the validity of a core assumption of RTI models. 相似文献
44.
Martin Cooke B.Sc. Ph.D. Guy J. Brown B.Sc. Ph.D. Malcolm Crawford B.Sc. Phil Green B.Sc. Ph.D. 《Endeavour》1993,17(4)
The problem of distinguishing particular sounds, such as conversation, against a background of irrelevant noise is a matter of common experience. Psychologists have studied it for some 40 years, but is is only comparatively recently that computer modelling of the phenomenon has been attempted. This article reviews progress made, possible practical applications, and prospects for the future. 相似文献
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First in Family (FiF) is an under-recognised equity grouping which may encompass low-SES, mature-aged, regional and remote, and Indigenous students. FiF tertiary students are more likely to be in a position of educational disadvantage over students who have other family members available to share the experience of university life and discuss aspirations. Building on previous research, we conducted semi-structured interviews with 18 FiF university students from a range of disciplines across three South Australian institutions. We analysed the interview data based on themes derived through readings of FiF literature, adding new ones as they emerged as part of the process of analysis. In this paper, we specifically focus on the interview responses which included metaphors or analogies. Metaphors provide a conceptual framework for thinking about a particular problem and drawing comparisons between unlike situations. Our experience as educators told us that students often subtly and unintentionally utilise metaphors when articulating lived experiences. We both specifically asked the FiF students to identify a metaphor that reflected their experience of being at university and also considered their use of metaphors in response to other questions. In exploring these metaphors, we have gained insight into students’ day-to-day experience of attending university and have gained information about their motivations and their struggles. When considered by university staff and policy-makers, this information could be used to guide the development of strategies that may help future FiF students. 相似文献
48.
Responding to university policies and initiatives: the role of reflexivity in the mid-career academic 总被引:1,自引:0,他引:1
Angela Brew David Boud Lisa Lucas Karin Crawford 《Journal of Higher Education Policy & Management》2017,39(4):378-389
How do academics make sense of university policies and strategic initiatives and act on them? Interviews were conducted with 27 mid-career academics in different disciplines, different research-intensive university environments and two countries (England and Australia). Data were analysed iteratively utilising a critical realist perspective, specifically, Archer’s modes of reflexivity. The paper argues that individuals’ responses to university policies and initiatives, to changes in policy and policy conflicts, can at least partially be understood through interrogating the modes of reflexivity they employ. 相似文献
49.
How do pre-kindergarteners spend their time? Gender,ethnicity, and income as predictors of experiences in pre-kindergarten classrooms 总被引:2,自引:0,他引:2
Diane M. Early Iheoma U. Iruka Sharon Ritchie Oscar A. Barbarin Donna-Marie C. Winn Gisele M. Crawford Pamela M. Frome Richard M. Clifford Margaret Burchinal Carollee Howes Donna M. Bryant Robert C. Pianta 《Early childhood research quarterly》2010
The current paper considers how children spend their time in state-funded pre-kindergarten programs and how time use relates to ethnicity, gender, and family income, based on the assumption that how time is spent in pre-kindergarten is relevant for the programs’ success in narrowing achievement gaps. Classroom observations of 2061 children in 652 pre-k programs in 11 states were analyzed. Findings indicated that the pre-kindergarten day was roughly equally divided among free choice, teacher-assigned activities, and meals/routines. Children spent much of their time in language/literacy, social studies, and art, and less time in math and gross motor activities. Much of the pre-k day was spent in ‘no coded learning activity.’ Children in classes with lower proportions of Latino and African American children and higher average income-to-need ratios were generally engaged in richer and more stimulating experiences. The child-level variables of ethnicity and income were generally unrelated to how children spent their time, above and beyond the effects of classroom-level ethnicity and income. There were generally small, but significant gender differences – always in the gender-stereotyped direction – in how time was spent, especially during free choice time. 相似文献
50.
Patricia A. Crawford 《Early Childhood Education Journal》2004,32(3):205-210
In the primary grades, literacy teachers often face dual and competing challenges. On one hand, they are expected to provide developmentally appropriate practice in a contextually-sensitive manner. On the other hand, they are often charged with using packaged literacy curricula that contains components that are developmentally inappropriate for young learners. This piece provides a case study of the impact of mandated packaged curricula on one such teacher's beliefs and pedagogy. 相似文献