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31.
Theresa Kappus 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3):205-217
Interlibrary loan borrowing statistics at Foley Center Library at Gonzaga University far exceeded those at other institutions in its affinity group. This study details an effort to explore the disparity by examining policies, statistics, and trends. A review of affinity group institutions’ interlibrary loan Web sites and a follow-up survey revealed minimal policy differences. Other factors examined included increases in electronic databases, enrollment, and usage patterns. The increased usage of interlibrary loan was warranted, yet workload management was still an issue. Subsequent procedure modifications resulted in a 23% reduction in article borrowing requests over a six-month period. 相似文献
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Michael Pfau Ph.D. Michel M. Haigh Ph.D. Theresa Shannon Toni Tones Deborah Mercurio Raina Williams 《广播与电子媒介杂志》2013,57(2):303-322
Results of an experiment about the influence of network television news coverage of combat in Iraq on viewers indicated that, compared with a control condition which featured news stories about combat operations in Iraq described by news anchors, news reports also featuring footage of combat operations increased viewer involvement levels about the war and reduced viewer support for continued military presence in Iraq. Television news footage of combat operations also reduced viewers' pride in U.S. military presence but did not affect other emotions. However, regardless of how news stories were packaged, women experienced greater emotional response to network news stories about combat operations than men. The results also shed light on the potential of inoculation to deflect such influence. 相似文献
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Xiaoyan Wang Yelin Su Stephen Cheung Eva Wong Theresa Kwong 《Assessment & Evaluation in Higher Education》2013,38(4):477-491
This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more ‘constructively aligned courses’ were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course. 相似文献
35.
Theresa S. Betancourt Ryan McBain Elizabeth A. Newnham Robert T. Brennan 《Child development》2013,84(2):455-470
Three waves of data from a prospective longitudinal study in Sierra Leone were used to examine internalizing trajectories in 529 war‐affected youth (ages 10–17 at baseline; 25% female). Latent class growth analyses identified 4 trajectories: A large majority of youth maintained lower levels of internalizing problems (41.4%) or significantly improved over time (47.6%) despite very limited access to care, but smaller proportions continued to report severe difficulties 6 years postwar (4.5%) or their symptoms worsened (6.4%). Continued internalizing problems were associated with loss of a caregiver, family abuse and neglect, and community stigma. Despite the comparative resilience of most war‐affected youth in the face of extreme adversity, there remains a compelling need for interventions that address family‐ and community‐level stressors. 相似文献
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ABSTRACTPreventive conservation, with its origins grounded in the material fabric of cultural material, is in a period of transformation, with numerous practitioners, in and outside of the field of conservation, considering its broader and holistic objectives. The conventional tools for the assertion of preventive conservation principles, namely the assessment and management of risks to cultural material from the ‘ten agents of deterioration’, have a central focus on the primacy of physical materials and degradation, with less clear relationships with people, place, and time in their modelling. With a case study focus on collections in the Philippines, this paper argues for a practice of preventive conservation that incorporates a balanced assessment and broader thinking around the contexts of objects, people, place, and time. The case studies of ecclesiastical Church collections, and museum environments in the Philippines, demonstrate how the interdependency of objects, people, place and time forms a holistic and conceptual preventive conservation framework. Through a cyclic renegotiation of these four parameters, this paper speculates on the gaps and opportunities for an inclusive view of preventive conservation that is current and more sustainable. 相似文献
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James Michael Nolan Stephanie J. W. Ford Victoria E. Kress Renee I. Anderson Theresa C. Novak 《Journal of College Counseling》2005,8(2):172-179
In response to the increase in severity and prevalence of student‐presented mental disorders on college campuses, a comprehensive campuswide identification and intervention program titled “The New Diversity Initiative” was developed to help college counselors and student personnel staff address students with severe mental disorders. Details of the program and recommendations for college counselors interested in implementing such a program are provided. 相似文献
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Theresa Richardson Erwin V. Johanningmeier 《International Journal of Educational Research》1998,27(8):293
This chapter addresses the origin, legacy, and persistence of intelligence testing in the United States as a process whereby education was colonized by the field of psychology. The convergence of events which fostered the development of intelligence tests and which maintain them in high standing link the history of schooling to the larger field of social change and reinforce the idea that schools are inseparable from the social climate of which they are a product. Intelligent tests were created as, and are, efficient sorting mechanisms in schools that reflect dominant values and contribute to social stability by justifying unequal educational outcomes as a natural and objective process. In spite of their seemingly meritocratic potential, intelligence tests are a primary mechanism for the reproductive role of schooling in society as reinforcing class, race, and ethnic biases. 相似文献
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