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391.
Discussion concentrates on feasibility of private liberal arts college involvement with adult and continuing education. Evidence of need is provided by national and local surveys. Basic model is that developed by Saint Mary's College, Winona, Minnesota, which sponsors an Employee Learning Program with support from the Fund for the Improvement of Postsecondary Education. Experiences of the exploratory period indicate positive support from college administration and faculty, increasing response to course offerings (life-coping skills and personal enrichment), cautious involvement by business and industry, and meager interest from organized labor. The program continues to define the model in its second year of operation. 相似文献
392.
Leonard A. Eiserer 《Learning & behavior》1983,11(3):321-324
Environmental novelty was manipulated in imprinted ducklings by varying the illumination level of the experimental apparatus. Bright illumination disrupted filial behavior in subjects that had received little prior exposure to the imprinting object, with approach being suppressed more when the object was stationary than when it was moving. In subjects with prolonged prior imprinting exposure, bright illumination enhanced filial behavior. These effects can be understood if one assumes that environmental novelty has an energization effect while also eliciting responses that are incompatible with filial behavior. 相似文献
393.
Elizabeth Leonard 《International Information and Library Review》2018,50(1):34-39
This case study examines the process of meeting Web Accessibility compliance in a United States academic library for a medium sized University. This process was prompted by the Office of Civil Rights in the Department of Education, and resulted in the execution of a Voluntary Resolution Agreement (VRA). In addition to the process the author describes what a VRA is and the common component parts therein. 相似文献
394.
Helen M. Madill Anna-Lisa Ciccocioppo Leonard L. Stewin Margaret-Ann Armour T. Craig Montgomerie 《International journal for the advancement of counseling》2004,26(1):1-19
An exploratory study of career decision-making was conducted with young women in science, engineering, and technology programs in colleges, universities, and technical institutes. The participants described issues impacting on their continuation in their programs such as educational policies, levels of financial support, and the degree of gender equity expected and encountered. Difficulties with financial resources, institutional policies, and combining studying and working roles were recurrent themes. Family members and other role models and educational and work experiences were important influences in career decision-making. Recommendations for counselling to enhance the undergraduate experience and directions for future research are outlined. 相似文献
395.
Maureen W. Lovett Léa Lacerenza Maria De Palma Nancy J. Benson Karen A. Steinbach Jan C. Frijters 《Teaching and Teacher Education》2008
In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are considered. We describe a professional development model preparing high school teachers to teach PHAST PACES, a remedial reading program. A metacognitive teaching style and specific skills for teaching comprehension and decoding strategies were emphasized. Teachers provided high positive ratings regarding the usefulness of the training, and attributed to the training an increased sense of efficacy in improving student outcomes and understanding reading problems. A comparison of student outcomes for teachers’ first and subsequent classes suggested that the professional development model promotes better outcomes on more complex skills. 相似文献
396.
397.
A survey of university business professors1 focused on their use of individual assignments in courses and their views on cheating and its impact on student learning.
Based on responses from 456 professors (37% response rate) from Ontario, Canada. it was concluded that most facult2 believe that individual assignments are effective learning tools and that cheating on these assignments is a serious offence.
They believe that cheating occurs widely, but continue to use these assessments, with some alterations, to ensure that students
obtain learning benefits. The survey findings varied across disciplines and tenure status. A framework is proposed to explain
the faculty perspective and the outcomes that professors experience. The adjustments they make to individual assignments are
influenced by multiple factors that are internal (university policies and regulations) and external (internet usage) to the
university. The discussion centres on the three stakeholders — faculty, students and administration — the need for culture
change, and the role of honor codes in controlling cheating and supporting a learning environment. 相似文献
398.
Newly hatched ducklings were imprinted to one stimulus and then given prolonged visual exposure to a second discriminable stimulus. Filial behavior toward the second stimulus developed more slowly when the original imprinting stimulus was occasionally presented during exposure to the second stimulus than when the original stimulus was withheld during such exposure. Results were interpreted in terms of a possible motivational aftereffect following presentations of the original imprinting stimulus. 相似文献
399.
400.
H. Skipton Leonard 《Action Learning: Research and Practice》2015,12(1):22-36
Clients and practitioners alike are often confused about the ultimate purpose of action learning (AL). Because of the title of the method, many believe the primary goal of AL is to generate learning. This article clarifies the relationship between action, learning, and solutions. It also provides historical evidence to support the conclusion that the first purpose of AL has been, and should be, achieving effective and creative solutions to complex, critical, and urgent problems. The power of AL to develop leadership skills is explained and a useful problem-solving mental model, the cycle of effective problem-solving, is presented. The cycle can be used by the coach to generate questions that encourage teams to reflect on its problem-solving process and thereby promote the learning that will improve the team's performance and lead to higher solution quality. Several examples are provided to illustrate how the cycle of effective problem-solving can be used. 相似文献