全文获取类型
收费全文 | 164篇 |
免费 | 6篇 |
国内免费 | 1篇 |
专业分类
教育 | 136篇 |
科学研究 | 5篇 |
各国文化 | 5篇 |
体育 | 5篇 |
文化理论 | 1篇 |
信息传播 | 19篇 |
出版年
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 9篇 |
2019年 | 7篇 |
2018年 | 12篇 |
2017年 | 16篇 |
2016年 | 7篇 |
2015年 | 6篇 |
2014年 | 6篇 |
2013年 | 34篇 |
2012年 | 6篇 |
2011年 | 9篇 |
2010年 | 7篇 |
2009年 | 5篇 |
2008年 | 2篇 |
2007年 | 4篇 |
2006年 | 5篇 |
2005年 | 5篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2002年 | 3篇 |
2001年 | 1篇 |
1999年 | 2篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1980年 | 2篇 |
1978年 | 1篇 |
1974年 | 2篇 |
排序方式: 共有171条查询结果,搜索用时 15 毫秒
81.
Dawn E. Hackman Marcia J. Francis Erika Johnson Annie Nickum Kelly Thormodson 《Medical reference services quarterly》2017,36(4):334-347
In 2013, the librarians at a small academic health sciences library reevaluated their mission, vision, and strategic plan to expand their roles. The school was transitioning to a new pedagogical culture and a new building designed to emphasize interprofessional education and active learning methodologies. Subsequent efforts to implement the new strategic plan resulted in the librarians joining curriculum committees and other institutional initiatives, such as an Active Learning Task Force, and participating in faculty development workshops. This participation has increased visibility and led to new roles and opportunities for librarians. 相似文献
82.
83.
84.
Shanda Lauer Jennifer Momsen Erika Offerdahl Mila Kryjevskaia Warren Christensen Lisa Montplaisir 《CBE life sciences education》2013,12(1):30-38
Research in science education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. Research efforts to reduce achievement gaps by mediating the impact of stereotype threat have found success with a short values-affirmation writing exercise. In biology and biochemistry, however, little attention has been paid to the performance of women in comparison with men or perceptions of stereotype threat, despite documentation of leaky pipelines into professional and academic careers. We used methodologies developed in physics education research and cognitive psychology to 1) investigate and compare the performance of women and men across three introductory science sequences (biology, biochemistry, physics), 2) document endorsement of stereotype threat in these science courses, and 3) investigate the utility of a values-affirmation writing task in reducing achievement gaps. In our study, analysis of final grades and normalized learning gains on content-specific concept inventories reveals no achievement gap in the courses sampled, little stereotype threat endorsement, and no impact of the values-affirmation writing task on student performance. These results underscore the context-dependent nature of achievement gaps and stereotype threat and highlight calls to replicate education research across a range of student populations. 相似文献
85.
ABSTRACT Capella University, an online university, started its library liaison program in 2007. The goals of the program were to increase the use of library resources and services and promote integration of information literacy competencies into coursework. A review of the literature of liaison programs shows a focus on liaison activities in traditional colleges and universities. While some activities are adaptable to the online environment, this setting provides unique opportunities for enhancing the impact of the liaison relationship. This article will describe key initiatives in three areas: the online course room, reference transactions, and collaboration with both academic and nonacademic departments. Strategies, activities, and tools used to implement the initiatives will be discussed. 相似文献
86.
This study focused on exploring students’ and supervisors’ perceptions of ethical problems in doctoral supervision in the natural sciences. Fifteen supervisors and doctoral students in one research community in the natural sciences were interviewed about their practices and experiences in the doctoral process and supervision. We explored to what extent doctoral students and supervisors experienced similar or different ethical challenges in the supervisory relationship and analyzed how the experiences of ethical dilemmas in supervision could be understood in light of the structure and practices of natural science research groups. The data were analyzed by theory-driven content analysis. Five ethical principles, namely non-maleficence, beneficence, autonomy, fidelity and justice, were used as a framework for identifying ethical issues. The results show that one major question that appears to underpin many of the emerging ethical issues is that the supervisors and students have different expectations of the supervisory role. The second important observation is that doctoral students primarily described their own experiences, whereas the supervisors described their activities as embedded in a system and elaborated on the causes and consequences at a system level. 相似文献
87.
The CW network series Supernatural (2005–) draws its text from the horror and fantasy genres as well as religious mythology. Concurrently, it transmits a core “American” mythos. As its protagonists keep watch along a supernatural frontier and eradicate threats to the American way of life, this program both reinforces and alters aspects of the frontier myth and the myth of American exceptionalism by depicting its main characters as representations of America writ large whose mission has grown from an appointment by God to being equals to God. In this manner, Supernatural forwards a new American exceptionalism through the notion that America is exceptional because it is not just divinely appointed by God, but is divine itself. 相似文献
88.
89.
Supporting emerging teacher identities: can we identify teacher potential among students? 总被引:1,自引:1,他引:0
Erika Löfström Katrin Poom‐Valickis Markku S. Hannula Samuel R. Mathews 《欧洲师范教育杂志》2010,33(2):167-184
The research focuses on Estonian university students’ emerging teacher identity and their interest in becoming teachers. Five hundred and sixty‐five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential. Pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society were related to academic self‐efficacy beliefs and the belief that the teacher expertise is mainly pedagogical in nature. However, at the point in their studies at which the students are able to choose their masters programme and entry into teacher education, their likelihood of choosing teacher education remains low, indicating that there is a need to develop pedagogical content, study counselling and career guidance services to encourage students’ continued interest in and entry to teacher education and the teaching profession. 相似文献
90.