全文获取类型
收费全文 | 273篇 |
免费 | 9篇 |
专业分类
教育 | 191篇 |
科学研究 | 3篇 |
各国文化 | 10篇 |
体育 | 39篇 |
文化理论 | 3篇 |
信息传播 | 36篇 |
出版年
2023年 | 4篇 |
2022年 | 2篇 |
2021年 | 6篇 |
2020年 | 17篇 |
2019年 | 23篇 |
2018年 | 15篇 |
2017年 | 19篇 |
2016年 | 25篇 |
2015年 | 13篇 |
2014年 | 14篇 |
2013年 | 50篇 |
2012年 | 9篇 |
2011年 | 6篇 |
2010年 | 6篇 |
2009年 | 6篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 4篇 |
2005年 | 8篇 |
2004年 | 8篇 |
2003年 | 13篇 |
2002年 | 2篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 4篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1838年 | 1篇 |
排序方式: 共有282条查询结果,搜索用时 343 毫秒
31.
Jamie P. Kohler 《College & Undergraduate Libraries》2016,23(4):363-380
Student employees are often the first people patrons contact when they enter an academic library, and thus their knowledge level and service skills are crucial to academic library success. This article presents a case study of the job-related knowledge and customer service skills of undergraduate student employees in a small liberal arts college after the implementation of a training program more focused on patron service. Both successes and failures are discussed. 相似文献
32.
PowerPoint slide provision and student performance: the moderating roles of self-efficacy and gender
Agnes Zdaniuk Jamie A. Gruman Scott A. Cassidy 《Journal of Further & Higher Education》2019,43(4):467-481
Research on the pedagogical value of providing students with PowerPoint (PPT) slide handouts has produced mixed results. One reason for the inconsistent findings may be that most studies in this stream of research have neglected to examine individual differences. In the current study, we aimed to advance research on the pedagogical value of providing students with access to PPT slide handouts by examining whether self-efficacy and gender influence the effect of PPT slide provision on academic performance. We found no evidence to suggest that the provision of slide handouts has broad, unconditional pedagogical value. Instead, we found that both self-efficacy and gender moderated the extent to which the availability of the handouts enhanced or hindered students’ performance. As predicted, both students high on self-efficacy and males performed significantly better when they were provided with handouts. Conversely, students low on self-efficacy performed significantly worse when the handouts were provided. Female students also trended toward lower performance when the handouts were provided. Additionally, we found that students who were provided with PPT handouts perceived their instructor as more effective, and that this relation was mediated by students’ feeling of preparation. Finally, students also considered the provision of PPT handouts more valuable to their learning and course performance than one-to-one interactions with the professor. Implications for research and practice are discussed. 相似文献
33.
Pamela A. Moss Jamie Sue Beck Catherine Ebbs Barbara Matson James Muchmore Dorothy Steele Caroline Taylor Roberta Herter 《Educational Measurement》1992,11(3):12-21
How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments? 相似文献
34.
AbstractWe hypothesized that students use the message behind teacher emotions to interpret the cause of their failure and to form competence beliefs; hence, in failure situations teacher anger could be beneficial. In Experiment 1, participants made judgments about another student’s failure in the face of teacher pity versus anger. Lack of ability attributions were made and low competence was perceived, when pity was interpreted as the teacher attributed the failure to lack of ability. Lack of effort attributions were made when anger was interpreted as the teacher attributed the failure to lack of effort. Experiment 2 replicated and extended these findings by examining students responses to their own failure. Findings imply that expressing anger is less detrimental than many teachers suppose. 相似文献
35.
36.
37.
Volume Contents
Contents Volume 16 (2003) 相似文献38.
Jamie L. Sickel 《Journal of Research on Technology in Education》2019,51(2):152-165
This article bridges the fields of instructional design and teacher education, presenting and modernizing the media influence debate and synthesizing it with the technological pedagogical and content knowledge (TPACK) framework. Five modern technologies are presented as media comparison studies, analyzed from both the medium-as-variable and medium-and-method-as-variable perspectives, and highlighted in an example teaching and learning scenario analyzed for TPACK. The media debate is newly synthesized with TPACK, acknowledging the teacher as a critical variable in instructional success, and implications for research and teacher education and professional development are presented. 相似文献
39.
Jamie Gianoutsos 《History of education》2019,48(1):1-18
This article offers the first modern explication of the educational writings of Charles Hoole (1610–1667), arguing that his writings offer significant insight into the educational aims and methods of school instructors in seventeenth-century England. From attending to the needs of slow learners, to promoting learning games, to emphasising that children should be treated as rational actors, Hoole’s A New Discovery of the Old Art of Teaching Schoole (1660) fused theoretical expositions on the aims of education with practical recommendations to schoolmasters on how to succeed in these aims. Hoole’s writings, as well as the earlier humanist pedagogical treatises of his peers, demonstrate that early and mid-seventeenth-century schoolmasters were already discussing and potentially implementing a number of educational initiatives that historians have traditionally credited to John Locke and later eighteenth-century educational theorists. 相似文献
40.
This paper investigates the number of expansion terms to use in automatic query expansion by examining the behavior of eight
retrieval systems participating in the NRRC Reliable Information Access Workshop. The results demonstrate that current systems
are able to obtain nearly all of the benefit of using a fixed number of expansion terms per topic, but significant additional
improvement is possible if systems were able to accurately select the best number of expansion terms on a per topic basis.
When optimizing average effectiveness as measured by mean average precision, using a fixed number of terms increases the score
a large amount for a small number of topics but has little effect for most topics. The analysis further suggests that when
a topic is helped by automatic feedback, the increase is from a set of terms that reinforce each other rather than from the
system finding a single excellent term. 相似文献