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241.
Jill?M.?AldridgeEmail author Kate?G.?Ala’i Barry?J.?Fraser 《Learning Environments Research》2016,19(1):1-15
This article reports research into associations between students’ perceptions of the school climate and self-reports of ethnic and moral identity in high schools in Western Australia. An instrument was developed to assess students’ perceptions of their school climate (as a means of monitoring and guiding schools as they are challenged to become more inclusive and grapple with increasingly diverse populations) and administered to 4067 students, 63 % of whom were aged between 12 and 17 years, in eight schools. The same students also responded to a survey developed to assess ethnic and moral identity. Analysis of the data indicated strong, positive associations between the school climate and students’ ethnic and moral identity. The results suggest that, for schools wishing to promote students’ ethnic and moral identity, it would be beneficial to consider important elements of the school climate identified in the new survey. 相似文献
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Thomas W. Farmer Jill V. Hamm Molly Dawes Katherine Barko-Alva Jennifer Riedl Cross 《教育心理学家》2019,54(4):286-305
Classroom social integration with peers is vital to students’ school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help to leverage positive peer dynamics and that promote an engaged classroom climate for all students. Reflecting a person-in-context perspective, this review discusses the peer relations and social adjustment of students, particularly in classrooms with a diverse range of student characteristics and instructional needs, and proposes that teachers’ use of social dynamics management strategies can foster classroom communities that support the involvement and adjustment of all students. 相似文献
244.
Vicki J. Rosser Jill M. Hermsen Ketevan Mamiseishvili Melinda S. Wood 《Higher Education》2007,54(4):525-542
The purpose of this research is to examine the impact that Student and Exchange Visitor Information System (SEVIS) is having
on the professional worklives of international student and scholar advisors (ISSAs) on U.S. college and university campuses.
ISSAs are clearly satisfied with their work and hold their institutions in high regard. However, SEVIS is having a profound
effect on their morale, satisfaction, and their likelihood to leave the field. That is, SEVIS (i.e., reporting, training,
time) and the quality of worklife (i.e., professional activities and career development, recognition for competence and their
expertise, external and intra-department relationships, perceptions of discrimination) are important to ISSAs, and thus have
a strong effect on their level of satisfaction and/or morale, and their subsequent intentions to stay or leave their career/profession. 相似文献
245.
Bo van der Rhee Rohit Verma Gerhard R. Plaschka Jill R. Kickul 《Decision Sciences Journal of Innovative Education》2007,5(1):127-149
More and more business schools are offering classes online or classes using a mix of face‐to‐face and online elements. In this article, we focus on how technology readiness and learning‐goal orientation influence students' preference toward these mixed classes. We conducted a large‐scale survey to determine whether students who are technology ready would place higher utility on enrolling in mixed classes and/or whether there exists a participation bias such that students with low learning‐goal orientation place higher utility on enrolling in mixed classes. We found that overall students who are more technology ready do place higher utility on enrolling in mixed classes, but that learning‐goal orientation does not influence this decision. We conclude with implications and recommendations for business schools that are interested in offering mixed classes. 相似文献
246.
Jill Jameson Gill Ferrell Jacquie Kelly Simon Walker Malcolm Ryan 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):949-967
Trust and collective learning are useful features that are enabled by effective collaborative leadership of e‐learning projects across higher and further education (HE/FE) institutions promoting lifelong learning. These features contribute effectively to the development of design for learning in communities of e‐learning practice. For this, reflexivity, good leadership and the capacity to engage in innovation is crucial to team performance. This paper outlines a serendipitously useful combination of innovative models of collaboration emerging from two 2005–06 UK e‐learning pilots: the Joint Information Systems Committee (JISC) e‐Learning Independent Study Award (eLISA) and JISC infoNet Collaborative Approaches to the Management of e‐Learning (CAMEL) projects. The JISC‐funded eLISA Distributed e‐Learning (DeL) project set up a collaborative partnership among teachers to try out LAMS and Moodle using study skills in e‐learning. Simultaneously, the JISC infoNet CAMEL project developed a model of collaborative approaches to e‐learning leadership and management across four UK HE/FE institutions. This paper proposes two new theoretical collaborative team leadership and operational models for e‐learning projects, including indices of trust, reflexivity and shared procedural knowledge, recommending that these models are further developed in future communities of e‐learning practice in institutions promoting lifelong learning. 相似文献
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Jill Porter Sarah Parsons Christopher Robertson 《Journal of Research in Special Educational Needs》2006,6(1):11-16
This paper raises methodological issues about the challenges and dilemmas of inclusive research practices reflecting on the work of an advisory group carrying out research on using Information and Communication Technology (ICT) to enhance community participation. The interests of three parties can be identified – the commissioning agent, the researchers and the researched – and these interplayed throughout the course of the research determining the outcomes. Given the relationship between inclusive research and advocacy, there were particular gains in enabling the voice of the advisory group to shape the way in which the research was conducted and to disseminate the findings both within the organisation and beyond. However, the fragility of these new structures required organisational changes for the research to be truly empowering. The experience of the group suggests the need for their involvement at all stages of the research process. 相似文献
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250.
Sentz Justin Stefaniak Jill Baaki John Eckhoff Angela 《Educational technology research and development : ETR & D》2019,67(1):199-245
Educational technology research and development - This study examined how practicing instructional designers manage cognitive load in a standardized scenario as they select and implement... 相似文献