全文获取类型
收费全文 | 336篇 |
免费 | 8篇 |
专业分类
教育 | 257篇 |
科学研究 | 4篇 |
各国文化 | 4篇 |
体育 | 31篇 |
综合类 | 1篇 |
文化理论 | 2篇 |
信息传播 | 45篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 6篇 |
2020年 | 13篇 |
2019年 | 17篇 |
2018年 | 24篇 |
2017年 | 21篇 |
2016年 | 21篇 |
2015年 | 7篇 |
2014年 | 9篇 |
2013年 | 82篇 |
2012年 | 6篇 |
2011年 | 7篇 |
2010年 | 6篇 |
2009年 | 6篇 |
2008年 | 9篇 |
2007年 | 7篇 |
2006年 | 5篇 |
2005年 | 5篇 |
2004年 | 7篇 |
2003年 | 6篇 |
2002年 | 3篇 |
2001年 | 4篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1997年 | 2篇 |
1992年 | 3篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1968年 | 3篇 |
1967年 | 1篇 |
1966年 | 3篇 |
1936年 | 1篇 |
排序方式: 共有344条查询结果,搜索用时 15 毫秒
1.
AbstractIn 2016, J. Murrey Atkins Library at the University of North Carolina at Charlotte opened a reservable study room where student parents and caregivers can study with their children on campus. In 2018, the library opened a second family-friendly study room to meet the needs of our growing campus community. To inform the room design, the library conducted a mixed methods research study that included a user survey, an examination of room reservation and usage data, and one-on-one user interviews. This paper focuses on the user-centered design process used to inform the development of the second, family-friendly, library study room. 相似文献
2.
This paper describes daily report cards and the evidence relating to their use in schools for children with attention‐deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre‐determined targets and parents subsequently providing reinforcement at home for positive reports. Research suggests that the daily report card has been effective in treating a range of ADHD symptoms and improving school outcomes, including academic achievement in some cases. The daily report card also encourages collaboration between teachers and parents, and evidence suggests that the intervention benefits from the inclusion of reinforcement at home. Daily report cards are easy to implement and research finds that teachers consider them an acceptable intervention for ADHD. This paper also considers challenges in using daily report cards, including barriers to their use over the long‐term and the risk of stigma for children with a report card. Ideas to address these issues are suggested. 相似文献
3.
Jessica L. Ford Jacob S. Ford Seth S. Frei Andrew Pilny Brenda L. Berkelaar 《Journal of Applied Communication Research》2016,44(3):316-335
Persistent school shootings have generated ongoing pressure to assess and enhance crisis communication effectiveness via strategies such as resilience-building and post-crisis restoration. A network perspective offers a robust, multilevel approach for examining complex information flows among community, campus, and individual actors affected by crises. Drawing on relational and structural embeddedness and Uncertainty Management Theory, we offer nine propositions that help explain structural and relational changes in a network over time. Although theoretically driven, these propositions are primarily functional, offering practical implications for safety officials and administrators trying to understand, prepare for, and respond to crises. Thus, we suggest measures and recommendations to improve information flow, uncertainty management, and resilience before, during, and after a crisis. 相似文献
4.
ABSTRACTThis article examines the initial journey of a middle school in South Carolina from a STEM (science, technology, engineering, and math) curriculum to a STEAM (STEM + art) curriculum. This is the first of a three-year longitudinal study that investigated the perceptions of the effectiveness, relative importance, and sustainability of a STEAM curriculum in which the arts animated learning on a daily basis for both teachers and administrators during the first year of implementation beginning in the fall 2014. The article also investigates the response that the faculty of a STEM-oriented middle school had to the induction of STEAM curriculum training. 相似文献
5.
Barbara Stewart Peter Speldewinde Benjamin Ford 《Assessment & Evaluation in Higher Education》2018,43(4):598-611
To track the quality of instruction delivered at the University of Western Australia, the university surveys all units using its Students’ Unit Reflective Feedback (SURF) metrics, and faculties use these metrics to benchmark student satisfaction. Consequently, teaching staff are actively encouraged to adopt teaching practices that will increase the average levels of these metrics. Using a ‘before-after’ approach, we compared these metrics before and after the implementation of improved teaching practices that addressed specific weaknesses identified through student responses for two undergraduate units. Despite the implementation of improved teaching practices, SURF scores did not increase significantly for the two units assessed, due possibly to the components of the academic programme covered by the SURF questions, the field-based nature of the units, and the difficulty in measuring an increase in the SURF scores of units which already score highly. This poor sensitivity of the SURF metrics to the implementation of improved teaching practices could have implications for their use for performance assessment by the university. 相似文献
6.
Drawing comparisons between students’ alternative solution strategies to a single mathematics problem is a powerful yet challenging instructional practice. We examined 80 preservice teachers’ when asked to design a short lesson when given a problem and two student solutions—one correct and one incorrect. These micro-teaching events were videotaped and coded, revealing that fewer than half of participants (43%) made any explicit comparison or contrasts between the two solution strategies. Those who did were still not likely to use additional support strategies to draw students’ attention to key elements of the comparison. Further, correlations suggest that participants’ mathematical content knowledge may be related to whether participants’ showed contrasting cases but not to whether they used specific pedagogical cues to support those comparisons. While these micro-teaching events differ from the interactive constraints of a classroom, they reveal that participants did not immediately orient toward differing student solutions as a discussion opportunity, and that future instruction on contrasting cases must highlight the utility of this practice. 相似文献
7.
8.
L. DiAnne Borders Laura M. Gonzalez Lindsey K. Umstead Kelly L. Wester 《Counselor Education & Supervision》2019,58(4):293-308
Eighteen new counselor educators shared in‐depth reports of their efforts to establish an early record of scholarly productivity, critical to their success in academe. Analyses of their experiences using consensual qualitative research methods revealed components of both highly positive and highly discouraging program environments and their impact on participants’ research goals. 相似文献
9.
Lisa Thurlow Peter Ford Grahame Hudson 《The International Journal of Art & Design Education》2019,38(2):478-491
Sketch inhibition is regularly alluded to by educators within design higher education and one with increasingly marked effects on industry. Over the past thirty years, students have been observed to engage less with the manual processes of design development process in favour of other activities perceived as more attractive, to the detriment of their development as effective designers. This article offers an evaluation of literature which supports the importance of sketching to the design process across a variety of disciplines, its anatomy and functions and demonstrates its role in cognitive support, as a language, a means of reflection, communication and storage of information and the micro‐processes it embodies. Initial findings regarding the symptoms of sketch inhibition are presented: from avoidance of studio sessions and minimal design development, to an overreliance on digital tools. It considers causes, ranging from lacking skill‐sets, psycho‐social, to technological, and although further investigation is recommended to establish depth and enable development of an appropriate pedagogical framework for its management within HE, various methods are offered at this stage for use by educators: these include fine art exercises, a rigorous pursuit of quantity and even paper type. 相似文献
10.
Fernandez Frank Baker David P. Fu Yuan-Chih Muñoz Ismael G. Ford Karly Sarita 《Minerva》2021,59(1):79-98
Minerva - Over the course of the 20th century, unprecedented growth in scientific discovery was fueled by broad growth in the number of university-based scientists. During this period the American... 相似文献