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201.
Careers in dairy: adolescents perceptions and attitudes 总被引:1,自引:0,他引:1
Marion Beecher Monica Gorman Paidi Kelly Brendan Horan 《The Journal of Agricultural Education and Extension》2013,19(5):415-430
ABSTRACTPurpose: This paper examines the attitudes and perceptions of Irish adolescents towards potential careers in dairy farming within the context of generational renewal for a dynamic agri-food sector.Design/methodology/approach: The lens of occupational choice theory was used to present a framework within which potential careers are considered. A questionnaire-survey was undertaken with 490 Irish adolescents (15–18 yrs).Findings: While parents have the greatest influence on the career choices of adolescents, there was a positive correlation between studying agricultural science in school and considering an agricultural related career. Adolescent's attitudes towards careers in dairy farming were subject to perceptions about gender, farm ownership, potential income and work-life balance. There was a high degree of openness to gaining work experience on dairy farms.Practical implications: With an increased interest in agricultural science in second level schools in Ireland, the findings point to opportunities to influence awareness and attitudes of adolescents and their parents about career possibilities in dairy farming and to encourage both familial and non-familiar generational renewal.Theoretical implications: The paper contributes an understanding of career choices and aspirations in adolescence to add to the growing body of literature on generational renewal in farming.Originality/value: This paper focuses specifically on dairy farming, providing more detailed information about adolescents’ perceptions of dairy farming careers. The study highlights the positive relationship between studying agricultural science in school and subsequent interest in agricultural related careers. The results indicate that generation renewal in agriculture can be enhanced by giving increased attention to agriculture in school curricula. 相似文献
202.
This study examines the uses and gratifications (U&G) of accessing political candidate profiles on social network Web sites. An online survey of visitors to the MySpace profiles of 2008 primary candidates revealed that voters are drawn to this source of political information mainly by the desire for social interaction with other like-minded supporters, followed by information-seeking, and entertainment. While information seeking and entertainment are common U&G of consuming online political content, they were weaker factors compared to the social interaction factor that seems to distinguish MySpace, possibly SNSs in general, from other online sources of political content. 相似文献
203.
This article reviews practice variation in the field of instructional design. First, it compares instructional designer practice as reported or observed in several classic research studies. This analysis is framed by the standards established by the International Board for Training, Performance, and Instruction competencies for planning and analysis, design and development, implementation, and management. Although no certain causal linkages exist, we briefly review some of the reasons posited in the literature to explain instructional design practice variation (lack of time and resources, control in decision making, the designer's perception of a task, underlying philosophical beliefs, and designer expertise). Limitations of the literature base are explored, followed by a proposal for an alternative view of instructional design practice variation and recommendations. 相似文献
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Practice analyses are routinely used in support of the development of occupational and professional certification and licensure examinations. These analyses usually survey incumbents to obtain importance ratings of (1) specific tasks and (2) knowledge, skill, and ability (KSA) statements deemed by subject matter experts as essential to safe and effective practice. Several researchers have made important criticisms of traditional practice analysis procedures, particularly the lack of attention to contextual constructs and the resulting problematic interpretation of mean importance ratings. The present study provides a framework for assessing the impact of context in practice analysis studies. It focuses on a practice analysis of a health profession that sought to enhance the meaning of incumbents' importance ratings by embedding the statements in the context of patient acuities. Results indicate that incumbents' importance ratings varied as a function of patient acuity. Dual scaling analysis was used to obtain a multidimensional visual representation of the associations between importance ratings and contextual content. The implications of the contextual component of the study design for future practice analysis studies are discussed as well as possible applications of this approach to professions in education. 相似文献
208.
Paul R. La Monica 《网络传播》2006,(12):80-81
网络视频业是否在走向衰退?
10月10日,谷歌(Google)以16.5亿美元的价格收购了YouTobe,这是该网站创立网络视频业务以来最新,也是最大手笔的收购活动。 相似文献
209.
Monica Ramirez 《TechTrends》1996,41(2):34-36
210.
Monica W. Tracey Alisa Hutchinson Tamme Quinn Grzebyk 《Educational technology research and development : ETR & D》2014,62(3):315-334
As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of change who use reflective thinking to navigate the design space and develop solutions to ill-structured problems. Graduate programs in ID will also need to prepare students to manage the complexities they will encounter in their professional practice, including the establishment of design precedents, reflective thinking skills, and the foundations of professional identity. This research explored the use of reflective writing assignments in an introductory ID graduate course, with results indicating that most students are able to engage in meaningful reflection in relation to prompts concerning design concepts, experiences, and identity attributes, although no clear patterns of improvement emerged over time. Future directions for research include the use of feedback and the structure of prompts (including frequency of writing assignments and wording of prompts) to support improved student performance. 相似文献