全文获取类型
收费全文 | 329篇 |
免费 | 7篇 |
专业分类
教育 | 233篇 |
科学研究 | 11篇 |
体育 | 30篇 |
文化理论 | 4篇 |
信息传播 | 58篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 12篇 |
2019年 | 12篇 |
2018年 | 28篇 |
2017年 | 14篇 |
2016年 | 24篇 |
2015年 | 10篇 |
2014年 | 11篇 |
2013年 | 99篇 |
2012年 | 4篇 |
2011年 | 11篇 |
2010年 | 9篇 |
2009年 | 5篇 |
2008年 | 7篇 |
2007年 | 10篇 |
2006年 | 4篇 |
2005年 | 9篇 |
2004年 | 5篇 |
2003年 | 7篇 |
2002年 | 6篇 |
2001年 | 7篇 |
2000年 | 3篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 3篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1989年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1969年 | 1篇 |
1937年 | 1篇 |
1929年 | 2篇 |
1928年 | 1篇 |
1927年 | 1篇 |
1926年 | 1篇 |
1925年 | 1篇 |
1915年 | 1篇 |
1912年 | 1篇 |
排序方式: 共有336条查询结果,搜索用时 15 毫秒
31.
32.
In this study, we worked with second-year engineering students at an Australian university to examine previously identified threshold concepts within the theoretical framework of Possible Selves. Using workshops as the context for intensive work with students, students were encouraged to consider their future lives and work, including their engineering fears, expectations, and aspirations. The findings revealed many students to have a poor understanding of the realities of engineering work. Moreover, perceived gaps between self-efficacy and the requirements of engineering work appeared to be motivating if students deemed it possible to reduce the gap, but demotivating if they identified a characteristic over which there was perceived to be no control. The study suggests that these engineering students needed more opportunities to explore both the roles of engineers and their own possible selves. Overall, the findings indicate that higher education students may need encouragement and support to explore potential future roles, and they strengthen calls for further research in this area. 相似文献
33.
Positive Youth Development Among Diverse Racial–Ethnic Children: Quality Afterschool Contexts as Developmental Assets 下载免费PDF全文
Positive youth development (PYD) deserves more empirical attention, particularly among children of diverse racial–ethnic backgrounds. Given the need among families for monitoring and supervision during out‐of‐school time, community‐based afterschool is a potentially promotive ecological setting. This study explores the quality of afterschool experiences upon PYD. This multimethod study includes over 500 elementary school children in Grades 2–5 (Mage = 8.80, SD = 1.12). The sample comprises of 49% White, 27% African American, 7% Latino, and 17% mixed race/others with 45% free/reduced lunch eligible children. In multilevel models, independently observed quality across time positively impacted competence, connection, caring for all youth, and cultural values for racial–ethnic minority youth. Afterschool fosters PYD, including sociocultural dimensions, when comprised of appropriately structured, supportive, and engaging interactions. 相似文献
34.
35.
Kathryn Ley Dawn B. Young 《Educational technology research and development : ETR & D》2001,49(2):93-103
The purpose of this article is to suggest principles for embedding support in instruction to facilitate self-regulation (SR)
in less expert learners. The principles are based on an analysis of the growing body of research on the distinctive self-regulation
differences between higher and lower achieving learners. The analysis revealed four instructional principles that designers
should consider to provide support for self-regulation. Each principle is supported by research and instructional examples
are included. 相似文献
36.
Agnes Kukulska‐Hulme Anne Jelfs Elizabeth Mallett Dawn Holland 《Learning, Media and Technology》2004,29(2):125-137
The paper gives a brief overview of the use of digital video in distance education, the background to The Open University's Digital Video Applications (DiVA) Project, the contexts in which the Digital Video Library system is being used and some evaluation findings. Through DiVA, the university is investigating how it can use its video assets effectively, to support reuse of existing materials in course production. The project team is also evaluating student use of the system. The paper reports on an observation study which revealed several usability issues and stakeholders' opinions about potential uses of the DiVA system. This is followed by findings from an evaluation of student use of the system at a residential school and its use as part of an online learning activity undertaken by students accessing the system remotely. Evaluation findings to date indicate some quality and workload issues but they also show opportunities that come to light when using the DiVA system. 相似文献
37.
The Language for Professional Communication in Accounting project has changed teaching practice in a linguistically and culturally diverse postgraduate accounting program at Macquarie University in Australia. This paper reflects on the project’s interdisciplinary and collaborative approach to diversity in the classroom by tracing its growth and development and describing the way in which it is supporting the integration of professional communication skills and discipline‐specific content within the Master of Accounting program. In particular, the paper demonstrates that discipline specialists working in a continuous and collaborative relationship with English language specialists, to integrate and assess communication skills and enrich the curriculum, leads to better outcomes for students and staff. The paper contributes to a growing literature on approaches that integrate particular graduate attributes into programs with diverse student populations, rather than bolt‐on interventions by language specialists that have limited outcomes. 相似文献
38.
Dawn Hinton 《The Urban Review》2010,42(5):394-402
The experiences of a Black Female academic, working at a Predominately White Institution (PWI), is explored in this work.
The author suggests that Black women have been historically marginalized within most PWI’s and historically this has been
viewed in a negative light. Here it is suggested that Black women in academe view this position as one of power which can
be used to propel them towards the goals of tenure and promotion. This work uses Black Feminist Theory to examine these experiences
and to provide a proper context for analysis. 相似文献
39.
Whilst an academic working in the arts may have been appointed as a consequence of artistic accomplishment and a capacity to teach, the research that underpins such work is an intrinsic part of its production and also needs to be recognised. In Australia, the ability of the artist‐academic to translate research into a form that is respected and rewarded is an issue of contention. This paper gathers responses to this issue. Perceptions of and attitudes to creative work as research are canvassed alongside life decisions arising from those perceptions and attitudes. This research occurs in the context of a new Australian framework for the evaluation of research. This framework offers some recognition of the research that supports creative practice. Thus, the long‐standing experience of compromise reported by the Australian artist‐academics interviewed for this study are discussed alongside new policies that seek to construct methodologies for its amelioration. 相似文献
40.
Using Lave and Wenger’s framework of legitimate peripheral participation in communities of practice, this case study explores the experiences of three novice teachers engaged with more experienced teachers in a teacher study group during their first year of teaching. The study illustrates how, over time, the novices moved from more peripheral to more central participation as revealed through changes in their talk and feelings about participating. The study highlights the importance of legitimacy and peripherality provided by the more experienced teachers and identifies the ways in which the facilitator scaffolded and mediated the novices’ participation and learning. 相似文献