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121.
ABSTRACTCoombe Boys’ School in New Malden worked with Kingston University to establish a ‘Big Read’, a scheme of pre-arrival shared-reading for boys transitioning from local primary schools into year 7 of the Coombe Boys’ secondary school. A novel was chosen for shared-reading, and all arriving pupils were given a copy at their Induction Day (at the end of the summer term). Copies were also made available to all staff. The book was the basis of group-based activities during the school’s Summer School (three weeks before of the start of the autumn term) and of cross-curricular individual and group-based activities during the early teaching weeks of the new school year. Outcomes were monitored using online surveys of pupils, staff and parents/guardians, and through face to face interviews with individuals from representative groups. Here outcomes are reported, both direct and indirect, comparisons made with similar schemes within higher education, and recommendations are made for how the scheme might be adapted for greater effectiveness in future. 相似文献
122.
Alison M. Brady 《牛津教育评论》2013,39(5):605-618
ABSTRACTSelf-evaluation, a devolved, rigorous form of teacher inspection, has increasingly been promoted in educational circles as a way to balance both teacher autonomy and accountability. Such balancing acts help to alleviate anxiety around inspection, for the teacher who would otherwise face a visit from an inspector, and for the public who are concerned about self-evaluation being less objective. Using the Irish policy of self-evaluation, this paper will first explore the evidence-based approaches and the appropriation of a ‘language of evaluation’ that are inherent to so-called low-stakes accountability systems. In part, such mechanisms are used in order to alleviate anxiety. The anxiety that self-evaluation focuses on, however, corresponds only to aspects of teaching that are conducive to measurement, and therefore refers solely to what may be called an anxiety of performativity. Furthermore, its attempts to repress an anxiety of performativity ironically fails to acknowledge a more fundamental form of anxiety that teaching as a ‘performance’ involves. Using Sartre’s idea of ‘bad faith’, this paper will ultimately argue that teaching inevitably involves an element of anxiety that should not be repressed but rather should be lived and worked with well, something which self-evaluation in its current form fails to capture. 相似文献
123.
Allan B. de Guzman Katrina Illyana J. Guevara Frances Jane B. Guiang Anton Lorenzo I. Gutierrez Alayne S. Habaluyas Marc Alison P. Hizon 《Educational gerontology》2013,39(5):298-313
While adherence to medication remains a problematic area in the care of chronically ill elderly, an extended model that incorporates the interaction of studied variables remains a blank spot. Anchored on Ajzen's Theory of Planned Behavior, this article details our efforts to develop and test a model of medication adherence among Filipino elderly relative to their medication belief, follow-up visits, consultation satisfaction, memory task, trust with physician, perceived stress, memory strategies, social support, memory load, depression, length of time taking the medication, number of conditions, and self-efficacy with medication adherence. Structural equation modeling (SEM) was employed to study causalities among all parameters. With the participation of 325 older adults located in District IV, Sampaloc, Manila, data needed were gathered through a multiaspect questionnaire consisting of a robotfoto, a memory strategy usage measure, an eight-scale Morisky Medication Adherence Scale, a 15-item Geriatric Depression Scale, a General Self-efficacy Scale, a Consultation Satisfaction Questionnaire, and a Perceived Stress Scale. Data were analyzed using AMOS version 19. Results revealed that depression, trust with physician, and number of conditions affect adherence positively, while event-based memory, consultation satisfaction, memory load, and external memory strategy affect it otherwise. Some suggested variables were found to have no impact at all. As this study reveals, careful consideration should be given to multiple factors, and their interrelationship should be examined well. Because many factors can influence medication adherence behavior of the elderly, and because the reasons for their noncompliance are also varied, multifaceted solutions must be developed. 相似文献
124.
Sandra L. Bradley Anita De Bellis Pauline Guerin Bonnie Walters Alison Wotherspoon Maggie Cecchin 《Educational gerontology》2013,39(9):809-823
Healthcare practitioners have suggested that interpreting person-centered care for people who have dementia to undergraduate students requires guidance in practical application. This article describes the production of a written and digital interdisciplinary educational resource for tertiary students. It uses real-life case scenarios provided by healthcare practitioners to illustrate person-centered care in practice with people who have dementia. The resource provides students with the theoretical underpinning of person-centered care and dementia as well as reflective questions that relate to the reenacted case scenarios to guide their application of this theory in practice. 相似文献
125.
The study investigated the relationship between vocabulary knowledge and novel word reading. Fourth-grade students were assessed on standardized measures of word identification, decoding, and receptive vocabulary, as well as on an experimental word identification measure using words that students in the fourth grade are unlikely to have seen before in print. In the experimental measure, pairs of words were matched on printed frequency and orthographic pattern (with a variety of spelling patterns represented), but differed in terms of the frequency of expected oral exposure for children (i.e., higher vs. lower). Results showed that students’ receptive vocabulary knowledge was significantly related to performance on both the standardized and experimental measures of word identification, even after accounting for the substantial amount of variance explained by decoding ability. Students performed better reading the words with higher expected oral frequencies on the experimental task than on those items with lower expected oral frequencies. The results point to the benefits, albeit modest, of oral word familiarity for reading words when they are first encountered in print and suggest that this top-down effect is not limited to exception words, as has been suggested, but has a wider scope. 相似文献
126.
Alison Adam 《Ethics and Information Technology》2008,10(2-3):149-154
This paper considers the ways that Information Ethics (IE) treats things. A number of critics have focused on IE’s move away from anthropocentrism to include non-humans on an equal basis in moral thinking. I enlist Actor Network Theory, Dennett’s views on ?as if’ intentionality and Magnani’s characterization of ?moral mediators’. Although they demonstrate different philosophical pedigrees, I argue that these three theories can be pressed into service in defence of IE’s treatment of things. Indeed the support they lend to the extension of moral status to non-human objects can be seen as part of a trend towards the accommodation of non-humans into our moral and social networks. A number of parallels are drawn between philosophical arguments over artificial intelligence and information ethics. 相似文献
127.
128.
Sue Lacey Bryant Helen Bingham Ruth Carlyle Alison Day Linda Ferguson David Stewart 《Health information and libraries journal》2018,35(1):70-77
This article is the fourth in a series on New Directions. The National Health Service is under pressure, challenged to meet the needs of an ageing population, whilst striving to improve standards and ensure decision making is underpinned by evidence. Health Education England is steering a new course for NHS library and knowledge services in England to ensure access to knowledge and evidence for all decision makers. Knowledge for Healthcare calls for service transformation, role redesign, greater coordination and collaboration. To meet user expectations, health libraries must achieve sustainable, affordable access to digital content. Traditional tasks will progressively become mechanised. Alongside supporting learners, NHS librarians and knowledge specialists will take a greater role as knowledge brokers, delivering business critical services. They will support the NHS workforce to signpost patients and the public to high‐quality information. There is a need for greater efficiency and effectiveness through greater co‐operation and service mergers. Evaluation of service quality will focus more on outcomes, less on counting. These changes require an agile workforce, fit for the future. There is a bright future in which librarians’ expertise is used to mobilise evidence, manage and share knowledge, support patients, carers and families, optimise technology and social media and provide a keystone for improved patient care and safety. 相似文献
129.
Alison Kelly 《British Journal of Sociology of Education》1985,6(2):133-154
The masculinity of science can be studied as a topic in the cultural reproduction of gender. In this paper four distinct, but not necessarily contradictory, accounts of the way in which science comes to be seen as a masculine subject are examined. It is argued that schools could play a transformative, rather than a reproductive, role in the formation of gender identities. 相似文献
130.
Russell Michalak Monica D.T. Rysavy Alison Wessel 《The Journal of Academic Librarianship》2017,43(2):100-104
In the 2015 Summer Session I, the information literacy team combined two instruments, the Information Literacy Assessment (ILA) and the Students' Perceptions of Their Information Literacy Skills Questionnaire (SPIL-Q), into one survey and distributed it to the college's international graduate students through a Google Form. It was distributed to 932 international graduate students, and 172 valid respondents completed the survey. The purpose of this research was to compare the confidence gap in information literacy skills between men and women, particularly in international graduate students. Data collected illustrated that female international business students (n = 70) tended to be slightly more confident than their male counterparts (n = 102) regarding their perceived information literacy skills as evidenced by their SPIL-Q average score across all six IL topics, 3.78, vs. male student's average score of 3.58. 相似文献