全文获取类型
收费全文 | 276篇 |
免费 | 0篇 |
专业分类
教育 | 237篇 |
科学研究 | 2篇 |
各国文化 | 10篇 |
体育 | 4篇 |
信息传播 | 23篇 |
出版年
2020年 | 2篇 |
2019年 | 4篇 |
2018年 | 6篇 |
2017年 | 4篇 |
2016年 | 7篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 68篇 |
2012年 | 4篇 |
2011年 | 6篇 |
2010年 | 6篇 |
2009年 | 2篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 2篇 |
2005年 | 8篇 |
2004年 | 6篇 |
2003年 | 5篇 |
2002年 | 6篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 8篇 |
1998年 | 3篇 |
1997年 | 6篇 |
1996年 | 5篇 |
1995年 | 4篇 |
1994年 | 2篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1977年 | 6篇 |
1976年 | 8篇 |
1975年 | 7篇 |
1974年 | 6篇 |
1973年 | 3篇 |
1972年 | 3篇 |
1970年 | 2篇 |
1962年 | 1篇 |
排序方式: 共有276条查询结果,搜索用时 312 毫秒
91.
92.
93.
This study describes counseling and support services for African American and Latino adult learners that reduce barriers to graduation. Procedures adapted traditional counseling by (a) using faculty counselors and (b) including gender‐, culture‐, and adult‐based perspectives in individual and group counseling and peer support. Support relevant to the learners' needs is effective in retaining adult learners, thereby making higher education accessible to a student body inclusive of adult learners. 相似文献
94.
Alice C. Stewart Jacqueline Williams Karen Smith‐Gratto Sylvia Sloan Black Betty Turner Kane 《Decision Sciences Journal of Innovative Education》2011,9(1):3-26
In this pilot research we examine the impact of two leadership development training programs on the ability of students to acquire knowledge, share knowledge, and apply knowledge for organizational decision making. One program emphasized concepts and case‐based application based on a technical learning paradigm. The other program used a game‐based computer simulation, Virtual Leader, grounded in an experiential or situated learning paradigm. After training, students from both programs engaged in a complex in‐basket exercise to examine the quality of their leadership and managerial abilities. In this exercise, participants from each training intervention worked with their trained cohort to accomplish a day of managerial work. Participants were observed and their individual and collective actions and decisions on behalf of the organization were evaluated. Using qualitative research we compared the organizational decisions associated with each group to determine which pedagogical technique resulted in the most effective application of student learning. While technical learning pedagogy was associated with greater information acquisition, the game‐based computer simulation (an experiential, social‐interaction oriented pedagogy) was associated with better decision quality and more shared cognition. Evidence suggests that students taught with the game‐based computer simulation collectively demonstrated a greater ability to apply what they learned. 相似文献
95.
The purpose of this article is to examine how and to what extent schools’ responses to accountability policies in the United
States influence the ability of new teachers of color to draw on their own and their students’ cultural resources to engage
in culturally responsive teaching. A 5-year study of 17 new teachers of color reveals that these teachers identified three
principal tensions which correspond to the three dimensions of culturally responsive teaching: (a) cultural and linguistic
relevance versus standardization, (b) community of learners versus teacher transmission, and (c) social justice versus enhanced
test scores. The teachers also described two mechanisms by which accountability-based programs and policies were enforced:
fear of monitoring and internalizing the link between testing and educational opportunity. We applied the metaphor of “double
bind” to explain the tensions and enforcement mechanisms encountered by these teachers. The “double bind” forced the new teachers
of color to enact contradictory systemic demands promoted by government policy and the teaching profession and exacted an
individual toll. We conclude with implications for policy, practice, and research. 相似文献
96.
97.
98.
99.
Teachers in higher education throughout the world are making use of course-management systems (CMS) to support their courses.
None of these teachers grew up with using a CMS; they must themselves learn how to use them effectively at the same time that
they are using them with their students. While institutions commonly provide some sort of introductory workshop for CMS use,
these workshops have limitations in terms of their transfer value into practice. In this paper we discuss an example of embedded
justin-time support within the CMS itself to help teachers learn how to use a CMS efficiently but also so that both they and
their students can take on new roles in the learning process.
A new form of computer-based support for teaching and learning has emerged since the late 1990s. It is a system of integrated
tools that makes use of both database and web functionalities in order to make a web environment available to support a course
or learning event. One name for such a system is a course-management system (CMS). Course-management systems are new tools
for teachers and thus teachers must learn how to use them in a technical sense as well as in a meaningful sense. By meaningful,
we mean not only to increase the efficiency of participating in a course but also to enrich and extend learning processes. 相似文献
100.
Rollnick Marissa Dlamini Betty Lotz Sandra Lubben Fred 《Research in Science Education》2001,31(4):553-573
This paper reports an investigation of the status of procedural knowledge in chemistry amongst students entering into bridging programs at two South African universities. The students answered a questionnaire which investigated their perceived reasons for repeating readings and their ideas about handling data. Students also answered a question on laboratory apparatus which was used to assess their laboratory experience. The overall responses were analysed, as well as their relationship to laboratory experience and home language. The findings show that students overall tend to repeat in order to get a recurring reading. Very few students were able to use a line of best fit for a set of graphical data. There is some relationship between their responses and previous laboratory experiences, but little fundamental difference between the responses of the two main language groups. Some implications for tertiary education in chemistry are discussed. 相似文献