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141.
142.
Albert E. Muir 《Research in higher education》1979,10(4):345-355
The study focuses on a predetermined selection of variables which are amenable to administrative control and which are frequently cited in the literature as having an impact on success probabilities, and it offers estimates of the magnitude and direction of the effect of these on the chance of obtaining an award from either of two leading sponsors of research at universities and colleges. It finds that as much as 50 percent of the variability in the probability of success is attributable to the selected variables and that individual measures of impact vary both within and between sponsoring agencies. This outcome is evidence that action taken by university administrators could improve the competitiveness of faculty in the sponsored funds market. 相似文献
143.
Alternating-current (AC) electrokinetics involve the movement and behaviors of particles or cells. Many applications, including dielectrophoretic manipulations, are dependent upon charge interactions between the cell or particle and the surrounding medium. Medium concentrations are traditionally treated as spatially uniform in both theoretical models and experiments. Human red blood cells (RBCs) are observed to crenate, or shrink due to changing osmotic pressure, over 10 min experiments in non-uniform AC electric fields. Cell crenation magnitude is examined as functions of frequency from 250 kHz to 1 MHz and potential from 10 Vpp to 17.5 Vpp over a 100 μm perpendicular electrode gap. Experimental results show higher peak to peak potential and lower frequency lead to greater cell volume crenation up to a maximum volume loss of 20%. A series of experiments are conducted to elucidate the physical mechanisms behind the red blood cell crenation. Non-uniform and uniform electrode systems as well as high and low ion concentration experiments are compared and illustrate that AC electroporation, system temperature, rapid temperature changes, medium pH, electrode reactions, and convection do not account for the crenation behaviors observed. AC electroosmotic was found to be negligible at these conditions and AC electrothermal fluid flows were found to reduce RBC crenation behaviors. These cell deformations were attributed to medium hypertonicity induced by ion concentration gradients in the spatially nonuniform AC electric fields. 相似文献
144.
Recently, the margins between gaming and feminism have become increasingly contentious (Salter & Blodgett, 2012). This article addresses a cultural moment where masculine gaming culture became aware of and began responding to feminist game scholars by analyzing GamerGate conspiracy documents and social media discussions related to the now infamous “DiGRA fishbowl.” Worries about the opacity of academic practices and a disparaging of feminist knowledge-making practices dominate these documents. By looking at these discussions and practices through the lens of conspiracy theories (Fenster, 2008; Hofstadter, 1952) and counterknowledge (Fiske, 1994) we consider the broader meaning of GamerGate's attention to academia. 相似文献
145.
While education for sustainability is a critical task that is gaining ground in a plethora of educational contexts, it is frequently rendered ineffective in the face of neoliberal practice and discourse. Here we examine the pervasive impacts of neoliberalism on education for sustainability, looking specifically at discursive formations that shape our understandings of humans in and as nature. Throughout ecological texts, root metaphors carry forward specific cultural histories that serve neoliberal agendas by positioning nature as commodity and humans as consumers. We sought to systematically understand how manipulating a root metaphor in the creation of instructional texts might disrupt neoliberal discourse and foster critical sustainability. Using a thought-listing technique to explore student response patterns qualitatively allowed for insights into the power of discourse in educational contexts. Data support the notion that intentional framing may be a powerful tool in education for sustainability. We argue that language and discourse are necessary and effective grounds for change if sustainability is to take root. 相似文献
146.
The idea that test scores may not be valid representations of what students know, can do, and should learn next is well known. Person fit provides an important aspect of validity evidence. Person fit analyses at the individual student level are not typically conducted and person fit information is not communicated to educational stakeholders. In this study, we focus on a promising method for detecting and conveying person fit for large-scale educational assessments. This method uses multilevel logistic regression (MLR) to model the slopes of the person response functions, a potential source of person misfit for IRT models. We apply the method to a representative sample of students who took the writing section of the SAT (N = 19,341). The findings suggest that the MLR approach is useful for providing supplemental evidence of model–data fit in large-scale educational test settings. MLR can be useful for detecting general misfit at global and individual levels. However, as with other model–data fit indices, the MLR approach is limited in providing information regarding only some types of person misfit. 相似文献
147.
Walsh Bridget A. Edwards Adrienne L. Cook Gina A. Hughes-Belding Kere Rahn Ellen 《Early Childhood Education Journal》2022,50(7):1143-1155
Early Childhood Education Journal - Research-based professional development opportunities for early childhood home visitors are valuable to the Early Head Start-Home-Based Option (EHS-HBO) and to... 相似文献
148.
Adrienne E.H. Shearer O. Sue Snider Kalmia E. Kniel 《Journal of Food Science Education》2014,13(1):4-11
Previous studies have reported on the inadequacy of youth knowledge and practice of food safety principles. The formal high school science classroom environment presents an opportunity to stimulate interest and increase knowledge in food safety with potential benefits to students in improved science literacy, development of life skills, and greater awareness of career opportunities. Previously developed educational materials, Foodborne Illness Outbreak Investigations for Food Safety Education, were evaluated for instruction by high school and community college science educators of various subject matters including foods, microbiology, disease, and chemistry courses. Educator feedback was favorable on measures of quality, implementation ease, and student engagement, with ratings greater than 3 on a 5‐point scale corresponding to “good” to “excellent.” A positive change in familiarity with food safety concepts for 4 groups of students, representing approximately 77% of the participants, was demonstrated by an overall increase, ranging from 4% to 14%, in correct responses to a test administered before and after exposure to the materials. There was variation in degree of change and the topics positively impacted for student groups by subject matter. 相似文献
149.
From a theoretical viewpoint, educational interfaces that facilitate communicative actions involving representations central
to a domain can maximize students’ effort associated with constructing new schemas. In addition, interfaces that minimize
working memory demands due to the interface per se, for example by mimicking existing non-digital work practice, can preserve
students’ attentional focus on their learning task. In this research, we asked the question: What type of interface input capabilities provide best support for science problem solving in both low- and high-performing students? High school students’ ability to solve a diverse range of biology problems was compared over longitudinal sessions while
they used: (1) hardcopy paper and pencil (2) a digital paper and pen interface (3) pen tablet interface, and (4) graphical
tablet interface. Post-test evaluations revealed that time to solve problems, meta-cognitive control, solution correctness,
and memory all were significantly enhanced when using the digital pen and paper interface, compared with tablet interfaces.
The tangible pen and paper interface also was the only alternative that significantly facilitated skill acquisition in low-performing
students. Paradoxically, all students nonetheless believed that the tablet interfaces provided best support for their performance,
revealing a lack of self-awareness about how to use computational tools to best advantage. Implications are discussed for
how pen interfaces can be optimized for future educational purposes, and for establishing technology fluency curricula to
improve students’ awareness of the impact of digital tools on their performance. 相似文献
150.
Adrienne Eddleston 《Educational Psychology in Practice》2018,34(4):430-449
Within the United Kingdom (UK), recent socio-legislative changes have led to increased trading of educational psychology services (EPSs) and greater focus on accountability. However, the impact of educational psychologists’ (EPs’) practice can be difficult to ascertain, particularly within consultation where resultant actions are often implemented by other professionals. This action research, conducted within two EPSs, sought first to find possible frameworks for evaluating consultation, via literature review. Thereafter, qualitative and quantitative data were collected and analysed with EPs, leading to the identification of two preferred frameworks: Appreciative Inquiry (AI) and the Constructionist Model of Informed Reasoned Action (COMOIRA), which were piloted and reviewed. In the final research phase, focus groups considered their usefulness as evaluation tools. Despite some promising findings, variation amongst EPs’ views about their applicability, perhaps influenced by previous familiarity with the frameworks, suggested the need for further research in this area. 相似文献