全文获取类型
收费全文 | 891篇 |
免费 | 7篇 |
专业分类
教育 | 645篇 |
科学研究 | 127篇 |
各国文化 | 13篇 |
体育 | 37篇 |
文化理论 | 13篇 |
信息传播 | 63篇 |
出版年
2020年 | 10篇 |
2019年 | 21篇 |
2018年 | 16篇 |
2017年 | 37篇 |
2016年 | 28篇 |
2015年 | 19篇 |
2014年 | 14篇 |
2013年 | 163篇 |
2012年 | 19篇 |
2011年 | 8篇 |
2010年 | 9篇 |
2009年 | 19篇 |
2008年 | 18篇 |
2007年 | 12篇 |
2006年 | 16篇 |
2005年 | 20篇 |
2004年 | 11篇 |
2003年 | 9篇 |
2002年 | 16篇 |
2001年 | 12篇 |
2000年 | 15篇 |
1999年 | 10篇 |
1998年 | 8篇 |
1997年 | 14篇 |
1996年 | 11篇 |
1995年 | 10篇 |
1994年 | 10篇 |
1993年 | 8篇 |
1992年 | 11篇 |
1991年 | 16篇 |
1990年 | 16篇 |
1989年 | 11篇 |
1987年 | 9篇 |
1986年 | 9篇 |
1985年 | 21篇 |
1984年 | 8篇 |
1982年 | 8篇 |
1981年 | 10篇 |
1980年 | 14篇 |
1979年 | 10篇 |
1978年 | 13篇 |
1977年 | 10篇 |
1976年 | 9篇 |
1974年 | 8篇 |
1934年 | 11篇 |
1933年 | 8篇 |
1931年 | 7篇 |
1929年 | 7篇 |
1928年 | 9篇 |
1926年 | 9篇 |
排序方式: 共有898条查询结果,搜索用时 15 毫秒
891.
Loni Crumb Rufus Larkin Ca Trice Glenn Jennifer Smith Ann Howard Marquita Johnson 《Community College Journal of Research & Practice》2013,37(7):455-458
ABSTRACTSexual misconduct is a major psychological, emotional, and public health crisis that manifests itself in social and academic arenas including community college campuses. Problems of sexual misconduct that emerge for women and men are not based solely on a difference in gender, but in silence once an incident occurs. The strife that emerges for students can be devastating and pervasive. College counselors, who provide counseling services and training programs, can offset the potentially negative consequences. This article highlights a training program for student leaders that underscores the significance of reporting sexual misconduct incidents at a 2-year college. This article provides percentage data to reflect the perceptions participants had following such training. The training discussed will further the understanding of how to take a proactive approach in reporting incidents of sexual misconduct. Prompting research along this line of training will provide important information to college-student personnel who are vested in creating a transformation to decrease incidents of sexual misconduct on 2-year college campuses. 相似文献
892.
893.
Deborah L. Lowther Howard J. Sullivan 《Educational technology research and development : ETR & D》1994,42(4):73-87
This study investigated perceptions of teachers and educational technologists about the following areas: instructional design,
cooperative learning, learner control, school reform, computers and media, and implementation of a key practice in each area
in their teaching. Subjects were 477 individuals representing four respondent groups: educational technology faculty, educational
technology graduate students, K-8 teachers, and 9–12 teachers. Data were collected using a 30-item, five-choice Likert-type
questionnaire containing five items per topic area. Significant differences between groups were found on 16 items, with an
overall total of 32 significant between-group differences. Nineteen of the 32 differences were between K-8 teachers and either
the educational technology faculty or the graduate students. K-8 teachers had significantly more positive perceptions than
one or both of the educational technology groups on all five of the cooperative learning items and on three of the five learner
control items. The results suggest approaches that educational technologists can use in teaching instructional design courses
and in designing instructional programs for the schools.
Deborah L. Lowther is Program Evaluator for the Phoenix Urban Systemic Initiative which is sponsored by the National Science
Foundation and Maricopa Community Colleges.
The authors wish to acknowledge the contributions of the following people to this study: Gayle Davidson, Thomas Duffy, Nick
Eastmond, Donald Ely, Michael Hannafin, Simon Hooper, James Klein, Kyle Peck, Robert Reiser, Lloyd Rieber, and Steven Ross. 相似文献
894.
895.
Kathryn M. Fischer Wilhelmina C. Savenye Howard J. Sullivan 《Performance Improvement Quarterly》2002,15(1):11-24
This article describes a formative evaluation of a one‐day introductory computer‐based training (CBT) course for a new on‐line financial and purchasing system at a large public university. The purposes of the evaluation were to evaluate the effectiveness of the training and to identify appropriate revisions and incorporate them into the training program. Participants were 78 university employees who were likely future users of the financial and purchasing system. The mean score on an on‐line performance posttest that simulated real‐work tasks was 94%, and the mean on a 40‐item knowledge posttest covering the CBT content was 74%. Learner attitudes toward the course were positive, averaging 4.4 on a 5‐point scale. Formative evaluation of the program resulted in revisions that had the potential to improve its effectiveness and provided evidence of the value of ongoing formative evaluation of workplace training. 相似文献
896.
Katie B. Howard 《Support for Learning》2023,38(3):154-161
Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research tends to focus on specific learning difficulties in language learning, but little research considers the language learning experiences of children with SEND more broadly. Accordingly, this article delineates the advantages of language learning for learners with SEND, drawing on emerging research that shows that second language acquisition is not only possible but positive for many learners with additional needs. It then considers some of the specific challenges that SEND learners may face in the foreign languages classroom before outlining key strategies to facilitate inclusion among this diverse group of learners.
Key points
- Learners with special educational needs and/or disabilities (SEND) should not routinely be removed from the foreign languages classroom, but instead should be provided with opportunities to thrive within it. This article discusses the unique importance of foreign language learning for learners with SEND.
- Research evidence suggests that learning new languages is, on the whole, possible—and perhaps hugely beneficial—for children with developmental differences and learning difficulties, but will depend on the circumstances and profile of the individual child.
- The article explores some specific challenges that students with different additional needs might encounter in their foreign languages education, based on the four areas of need outlined in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory or physical needs.
- To conclude, the article presents a range of key strategies that foreign languages teachers might implement in the classroom to support learners with different special educational needs and disabilities.
897.
898.
Howard K. Kalman 《Performance Improvement Quarterly》2002,15(4):57-73
Process mapping is both an analytical tool and a process intervention that performance technologists can use to improve human performance by reducing error variance. In contrast to reengineering, process mapping is used for both incremental and radical change. The benefits of process mapping include simplified work flow, reduced cycle time, lowered costs, and improved job satisfaction. Process mapping involves constructing a macro‐map, identifying and prioritizing bottlenecks in the existing process, constructing a micro‐map to identify the root causes of the bottlenecks, and iterative redesign. Several critical success factors include organizational readiness, time commitment by participants, and the availability of a qualified facilitator. HPT practitioners add value to organizations by providing unique competence in task and needs analysis. To succeed in process mapping, however, the HPT professional must also possess sophisticated skills in facilitation as well as business knowledge, self‐confidence, and interpersonal skills for interacting with senior management. 相似文献