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121.
Mike Wallace 《Journal of Educational Change》2004,5(1):57-78
This paper considers how complex educationalchange may be managed through the `metatask' oforchestration, narrowly distributed amongsenior formal leaders within and betweendifferent administrative levels of large publiceducation systems. Orchestration impliessteering the change process by organising andmaintaining oversight of an intricate array ofcoordinated tasks. It is the over-arching`complex change management theme' of ahierarchically ordered typology derivedinductively from a national study ofdistrict-wide initiatives to close or mergeschools so as to reduce spare student capacityand improve the quality of educationalprovision. The paper explores patterns revealedby this research relating to orchestration. Theresearch design and methods are outlined. Therelationship is clarified between the conceptsof orchestration, leadership and management. Ananalytical model is built-up for analysingcomplex educational change along threedimensions: change management themes, headed byorchestration; characteristics of thecomplexity of the change with managementimplications; and stages of the change process.The constituents of each dimension in turn aredescribed, briefly illustrated throughreference to reorganisation, and linked withorchestration. Characteristics of complexitydictated the response of orchestration and thesubordinate complex change management themesacross the different stages of the changeprocess. The analytical model is offered as aconceptual framework for future research thatwould test its wider applicability and as apractical planning tool. The importance isunderlined of developing generic yetcontext-sensitive practical guidance thatreflects the degree of complexity faced byorchestrators charged with managingcontemporary educational change. 相似文献
122.
Autonomy support in classrooms is believed to coordinate students' inner motivational resources in ways that enhance student engagement (e.g., Jang, Kim, &; Reeve, 2012). Yet, to our knowledge, no study has investigated student-generated interpretations of the motivational significance of their teachers' autonomy-supportive practices. Interpretations gathered from students' responses to video clips of their own teacher were studied with a diverse sample of students (N = 59, 50.8% male, 64.4% African American) in six urban classrooms from fourth- to eighth-grade class sections. Through this method of cued video response, we explore whether or not students experience the significance of autonomy-supportive instructional events or interactions as motivational theory predicts. Our results suggest that consideration of the social and relational features of the classrooms within which teachers enact autonomy support may identify influential contextual factors relevant to how and why autonomy support is linked to positive outcomes. 相似文献
123.
After two years of experience in overseeing groups of undergraduate and graduate criminal justice students in an Innocence Case Review course at the University of Central Missouri (UCM), the authors reviewed the structure of the course and the attitudes of the participating students. An examination of Innocence Case Review current procedures in undergraduate institutions and law schools provides background for course design. This article summarizes the findings of the students’ experiences, reactions, and attitudes of their yearlong case screening efforts, and to the criminal justice system in general. The first part of this article examines the literature on innocence case review classes at both undergraduate institutions and law schools exploring different learning styles and strategies inherent in this type of class. It also explores the skills necessary for case review, and the skills students can take to other classes and professions. The second part reviews the structure of our courses as initially created and implemented for the last two academic years at UCM and the modifications the instructors felt necessary for the future. The third part examines the survey conducted by the UCM’s Innocence Case Review class, including student suggestions for class improvements and advice to students selected for the new academic year. The benefits and abilities gained by the students through this course become apparent. The fourth part discusses and evaluates the current class structure and reforms suggested by the UCM students, the professors’ experience, and as indicated by other universities. The conclusion reviews findings gathered from the current course as well as examining other universities’ courses, and the value students experience from participating in this experiential or engaged learning. 相似文献
124.
Jack M. Nilles Geoffrey Wilson Wallace P. Wormley James W. Sichter 《Communication Booknotes Quarterly》2013,44(6)
Jack M. Nilles, et al. The Telecommunications-Transportation Tradeoff (New York: Wiley-Interscience, 1976--$22.95) Geoffrey Wilson's The Old Telegraphs [London: Phillimore (Totowa, N.J.: Rowman and Littlefield), 1976--£7.50 with U.S. price of $18.75] Information Resources Policy, Annual Report 1975- 76 (two volumes, $23.50, paper, 36 and 49 pp.) Information Logistics: Local Distribution (Delivery) of Information, by Wallace P. Wormley (August 1976, 89 pp., $10.90, paper) Separations Procedures in the Telephone Industry: The Historical Origins of a Public Policy, by James W. Sichter (August 1976, 146 pp., $10.90, paper) 相似文献
125.
John Schmittroth Jr. Martin Connors Roberto Valdez Elena Pernia W.H. Wallace M. Gordon 《Communication Booknotes Quarterly》2013,44(9):93-95
TELECOMMUNICATIONS SYSTEMS AND SERVICES DIRECTORY —ISSUE TWO, edited by John Schmittroth Jr. and Martin Connors (Detroit, Mich.: Gale Research, 1984--$170.00 for the first edition, being issued in three parts, paper) THE BOOK PUBLISHING ANNUAL: HIGHLIGHTS, ANALYSES & TRENDS (New York: R.R. Bowker, 1984---$49.95) THE COMPUTER AND BUSINESS EQUIPMENT INDUSTRY MARKETING DATA BOOK (Computer and Business Equipment Manufacturers Association, 311 First Street, N.W., Washington, D.C. 20001--price not given, paper) THE SOCIAL AND ECONOMIC IMPACT OF VIDEOTEX, TELETEXT AND COMPUTERS: AN ANNOTATED BIBLIOGRAPHY, by Roberto Valdez, et al., and THE SOCIAL AND ECONOMIC IMPACT OF TELEPHONES by Elena Pernia, et al. (Honolulu, Hi.: East-West Center, 1984--price not given, but cost covers reproduction and postage, paper) WHAT'S IN PRINT: THE SUBJECT GUIDE TO MICROCOMPUTER MAGAZINES, by W.H. Wallace (Blue Ridge Summit, Pennsylvania: TAB Books, 1984--price not given, paper) DICTIONARY OF NEW INFORMATION TECHNOLOGY ACRONYMS, by M. Gordon, et al. (London: Kogan Page/Detroit: Gale Research, 1984--$56.00) THE VIDEOTEX MARKETPLACE (Bethesda, Md.: Phillips Publishing, 1984--$97.00, paper) A VIDEOTEX/TELETEXT BIBLIOGRAPHY (Videotex Industry Association, 1901 Ft. Myer Drive, Suite 200, Rosslyn, VA 22209--$25.00, paper) AUDIO VIDEO MARKET PLACE: A MULTIMEDIA GUIDE 1984 (New York: R.R. Bowker, 1984--$45.00 paper) THE INTERACTIVE CABLE TV HANDBOOK (Bethesda, Md.: Phillips Publishing, 1984--$97.00, paper) COMPUTERIZED LITERATURE SEARCHING: RESEARCH STRATEGIES AND DATABASES, by Charles L. Gilreath (Boulder, Colo.: Westview, 1984--$25.00) 相似文献
126.
127.
Wallace RW 《Endeavour》2001,25(3):131-132
Six years after his return from the voyage of the Beagle, Darwin moved his family to the country, where he spent the rest of his life conducting experiments, writing, and raising a family. English Heritage recently purchased Down House and is restoring the house and grounds to look as they did during Darwin's life. 相似文献
128.
Colin S. Wallace Edward E. Prather Douglas K. Duncan 《International Journal of Science Education》2013,35(9):1297-1314
This is the final paper in a five-paper series describing our national study of the teaching and learning of cosmology in general education astronomy college-level courses. A significant portion of this work was dedicated to the development of five new Lecture-Tutorials that focus on addressing the conceptual and reasoning difficulties that our research shows students have with frequently taught cosmology topics, such as the expansion of the universe, the Big Bang, and dark matter. We conducted a systematic investigation of the implementation of these new Lecture-Tutorials and resulting learning gains in order to test the efficacy of these new Lecture-Tutorials. Our investigation included classroom observations, results from pre–post testing using four conceptual cosmology surveys, and comparisons between classes in terms of the class time spent on cosmology topics and other instructional strategies used to teach cosmology. We used this combination of qualitative and quantitative research results to evaluate the conceptual understandings of students who used the new cosmology Lecture-Tutorials compared to those students who did not. The analysis of our data shows that, in many cases, classrooms that used the cosmology Lecture-Tutorials saw a greater increase in their students’ conceptual cosmology knowledge compared to classrooms that did not use the cosmology Lecture-Tutorials. However, our results also indicate how instructors implement the Lecture-Tutorials into their classrooms strongly influences their students’ learning gains. 相似文献
129.
130.
Jasmin Tahmaseb McConatha Vildan Hayta Loretta Rieser-Danner Douglas McConatha Tulay S. Polat 《Educational gerontology》2013,39(3):169-183
As people live longer and the number of older adults increases worldwide, it becomes important to understand the factors that influence how we understand and perceive our own aging as well as how we construct our attitudes toward older adults. Although studies have indicated that later adulthood can be a healthy, productive, and satisfying time of life, ageism or prejudice and discrimination against older adults and a fear of the aging process, continues to be a widespread phenomena. The purpose of this study was to compare attitudes and anxieties toward aging of young and middle-aged men and women from the United States and Turkey. The results indicate that significant country and gender differences exist in how people feel about getting older and the age at which they consider themselves to be “old.” Contact with elders as well as education regarding the process of aging appear to have a significant impact on attitudes toward aging. 相似文献