全文获取类型
收费全文 | 149篇 |
免费 | 4篇 |
国内免费 | 2篇 |
专业分类
教育 | 128篇 |
科学研究 | 10篇 |
体育 | 3篇 |
文化理论 | 1篇 |
信息传播 | 13篇 |
出版年
2023年 | 2篇 |
2020年 | 1篇 |
2019年 | 2篇 |
2018年 | 2篇 |
2017年 | 5篇 |
2016年 | 3篇 |
2015年 | 2篇 |
2014年 | 4篇 |
2013年 | 22篇 |
2012年 | 6篇 |
2011年 | 1篇 |
2010年 | 2篇 |
2009年 | 6篇 |
2008年 | 9篇 |
2007年 | 7篇 |
2006年 | 6篇 |
2005年 | 8篇 |
2004年 | 4篇 |
2003年 | 7篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 1篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1971年 | 1篇 |
1969年 | 2篇 |
1958年 | 1篇 |
1956年 | 2篇 |
1862年 | 1篇 |
排序方式: 共有155条查询结果,搜索用时 62 毫秒
61.
James Hartley 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):897-905
Reading and writing book reviews play an important part in academic life, but little is known about how academics carry out these tasks. The aim of this research was to explore these issues with members of the editorial panels of the British Journal of Educational Technology. A questionnaire was used to determine: (1) how often these people read and wrote book reviews in general; (2) how useful they found them; and (3) what features they thought were important in book reviews. Thirty sets of responses were obtained (15 from each sex). Most respondents reported reading between one and five book reviews a month and writing between three and four a year. Overall, there was high agreement in what they thought were the important features of book reviews, but there were also wide individual differences. Men reported that book reviews were more useful than did women. The agreement obtained among the respondents supports the notion that book reviews can be viewed as an academic genre with measurable contents. This has implications for how they are written and how people might be taught to write them better. 相似文献
62.
Time-management skills are acknowledged to be important but there has been little actual research on this topic with students. In this study we examined the scores obtained from 293 first-year students of psychology on a British version of an American time-management scale. The students were divided into three age groups: traditional-entry students - aged less than 21 years (N = 172); borderline mature students - aged 21–25 years (N = 50) and older mature students - aged more than 25 years (N = 71). Our analyses indicated (i) that women students in general reported significantly greater time-management skills than did men students, and (ii) that our older mature students reported significantly better time-management skills than did the other two groups. Academic performance, however, was only modestly predicted by age and scores on one component of the time-management scale. 相似文献
63.
Writing through time: longitudinal studies of the effects of new technology on writing 总被引:1,自引:0,他引:1
James Hartley Michael Howe & Wilbert McKeachie 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(2):141-151
This paper contributes to the discussion about the effects of new technology on writing by assessing whether or not people's writing styles and ways of thinking change when new technologies are introduced. The writing styles of the three authors, prolific writers in their own fields, were assessed by comparing materials written by each author over a thirty-year period. During this time there were, for each author, great changes in the ways that they used new technology to help them to write. Nonetheless, the results indicated that, although the writing styles of each author differed from each other, their individual styles were remarkably consistent over time. These results thus suggest that although the new technologies may change the ways that individual writers work, they do not alter the styles of their resulting products. 相似文献
64.
In this paper, we argue that, as indicators of the educational quality of graduate degree programs, student theses and dissertations are best used in specific contexts. High-quality theses and dissertations, that is, may be the result of factors such as verbal skills students already possessed at admission or of complex interactions between supervisors and students, not only effective class design or offerings. Consequently, this paper recommends ways for programs to avoid making post hoc errors in assessing educational quality and suggests strategies to make the critical appraisal of theses and dissertations a productive, quality-enhancing activity. 相似文献
65.
James Hartley Michael Emery Ted Curtis Smythe Benjamin M. Compaine Rick D. Pullen Marshall McLuhan 《Communication Booknotes Quarterly》2013,44(8):161-163
James Hartley, ed. The Psychology of Written Communication (New York: Nichols Publishing/ London: Kogan Page, 1980— E12.00/$30.00) Michael Emery and Ted Curtis Smythe, eds. Readings in Mass Communication (Dubuque, Iowa: Wm. C. Brown, 1980—price not given, paper) Benjamin M. Compaine's A New Framework for the Media Arena: Content, Process and Format (address above—$23.40) Rick D. Pullen's Mass Media Law in California (Dubuque, Iowa: Kendall/Hunt, 1979 —$9.50, paper) Marshall McLuhan, Kathryn Hutchon and Eric McLuhan's Media, Messages and Language: The World as Your Classroom (Skokie, Ill.: National Textbook Co., l980—price not given, paper) Mieke Ceulemans and Guido Fauconnier's Mass Media: The Image, Role and Social Conditions of Women–A Collection and Analysis of Research Materials (Paris: Unesco/New York: Unipub, 1979—price not given, paper) Managers' Entertainers' and Agents' Book by Walter E. Hurst (revised ed. of No. 6 in the series, 92 pp.) How to Be a Music Publisher by Walter E. Hurst (revised ed. of No. 11 in the series, 74 pp.) Copyright Registration Forms PA and SR by Walter E. Hurst (this is a new title, No. 16 in the series, 73 pp.) How to Sell Your Song by Walter E. Hurst and Don Rico (this is another revision , No. 18 in the series, 95 pp.) 相似文献
66.
James Hartley Frank W. Hogarth 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):130-134
Over 80 pupils in four unstreamed classes in a boys’ grammar school were divided into mixed‐ability and like‐ability pairs in order to work together through a programmed text. No significant difference was found between the performance of individuals in the mixed‐ability pairs and that of similar individuals in the like‐ability pairs. High‐ability pupils in the mixed‐ability pairs expressed less favourable attitudes to the situation. 相似文献
67.
Chelsey R. Schlechter Richard R. Rosenkranz George A. Milliken David A. Dzewaltowski 《Journal of sports sciences》2017,35(1):22-28
This study examined moderate-to-vigorous physical activity (MVPA) levels in youth during flag football practice and compared youth MVPA in practices led by trained or untrained, and by experienced or inexperienced, coaches. Boys (n = 111, mean age = 7.9 ± 1.2 years) from 14 recreation-level flag football teams wore an accelerometer during two practices. Each team’s volunteer head coach reported prior training and coaching experience. Mixed-model team-adjusted means showed the proportion of practice time spent in sedentary (13 ± 1%), MVPA (34 ± 2%) and vigorous (12 ± 1%) activity. Practice contributed ~20 min of MVPA towards public health guidelines. There was no significant difference in percentage time spent in MVPA between teams with trained (mean = 33.3%, 95% CI = 29.4%, 37.2%) and untrained coaches (mean = 35.9%, 95% CI = 25.5%, 42.4%) or between experienced (mean = 34.1%, 95% CI = 30.2%, 38.0%) and inexperienced coaches (mean = 33.8, 95% CI = 27.9%, 39.7%). Although sport provides a setting for youth to accrue MVPA, two-thirds of practice was spent sedentarily or in light activity. Participation in a coach training programme was not associated with higher MVPA. Further research is needed to inform volunteer coach training programmes that provide coaches with skills necessary to increase the percentage of practice time spent in MVPA. 相似文献
68.
69.
70.
Roger Hartley Andrew Ravenscroft R J Williams 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):390-400
The CACTUS project was concerned with command and control training of large incidents where public order may be at risk, such as large demonstrations and marches. The training requirements and objectives of the project are first summarized justifying the use of knowledge‐based computer methods to support and extend conventional training techniques. The software designs are based on a world model in which crowd groups and police units are placed on a digitized map and have probabilistic rules that govern their interactive behaviour. The simulation runs as a decision‐making exercise that can include pre‐event logistic planning, incident management, and debriefing evaluation. A key feature is the flexibility of the software, for it provides not only a working simulation but also a methodology and software tools for customizing programs to suit particular circumstances and training needs. 相似文献