全文获取类型
收费全文 | 409篇 |
免费 | 5篇 |
专业分类
教育 | 318篇 |
科学研究 | 17篇 |
各国文化 | 2篇 |
体育 | 28篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 45篇 |
出版年
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 2篇 |
2019年 | 25篇 |
2018年 | 23篇 |
2017年 | 17篇 |
2016年 | 13篇 |
2015年 | 10篇 |
2014年 | 14篇 |
2013年 | 83篇 |
2012年 | 15篇 |
2011年 | 15篇 |
2010年 | 9篇 |
2009年 | 3篇 |
2008年 | 11篇 |
2007年 | 13篇 |
2006年 | 9篇 |
2005年 | 6篇 |
2004年 | 10篇 |
2003年 | 3篇 |
2002年 | 7篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1994年 | 6篇 |
1993年 | 11篇 |
1991年 | 13篇 |
1990年 | 7篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 7篇 |
1984年 | 2篇 |
1983年 | 7篇 |
1982年 | 5篇 |
1981年 | 6篇 |
1980年 | 2篇 |
1979年 | 4篇 |
1978年 | 6篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1954年 | 1篇 |
1830年 | 1篇 |
排序方式: 共有414条查询结果,搜索用时 218 毫秒
1.
Joel O. Iverson - Joel O. Iverson is currently an assistant professor in the 《Journal of Applied Communication Research》2008,36(2):176-199
Knowing is an enacted, communicated process that is difficult to observe, let alone manage, in organizations. Communities of practice (CoPs) offer a productive solution for improving knowledge and knowledge management, but the communicative processes that enact CoPs have not been explored, leaving CoPs as an organizational black box. This research extends CoP theory as a means to determine the presence of a CoP and distinguish between various CoPs, and as a practical means to evaluate the communicative processes of organizational knowledge. CoPs enact the communicative nature of knowing through the elements of mutual engagement, negotiation of a joint enterprise, and shared repertoire. Specifically, two groups of volunteers are examined through a combination of participation, observation, and interviews in order to explore CoP theory as a dynamic system for examining and evaluating organizational knowledge. 相似文献
2.
David E. Hubbard Sierra Laddusaw Joel Kitchens Rusty Kimball 《The Journal of Academic Librarianship》2018,44(3):404-411
Academic libraries are increasingly seeking ways to demonstrate their impact on student learning. Acknowledgments - formal statements of indebtedness – in graduate theses and dissertations provide a rather unexplored area for demonstrating impact of the academic library on student learning. This study uses quantitative and qualitative methods to characterize acknowledgments of the Texas A&M University Libraries (TAMU Libraries) in theses and dissertations, both overall and for three disciplines specifically: civil engineering, geography, and history. This study also searched for mentions of the TAMU Libraries throughout the entire body of theses and dissertations. Overall, acknowledgments to the TAMU Libraries in theses and dissertations were less than 1%, though acknowledgments were found in all three disciplines with over a quarter of the history theses and dissertations containing an acknowledgment to libraries. There was no statistically significant difference found between the numbers of acknowledgments in theses versus dissertations. Acknowledgments to the TAMU Libraries were found in the theses and dissertations of 28 different departments. Mentions to the TAMU Libraries – not necessarily a formal acknowledgment – were found throughout the text of theses and dissertations with most concentrated in the acknowledgment, method, and bibliography sections. 相似文献
3.
Joel Fishman 《Legal Reference Services Quarterly》2018,37(1):1-10
Supreme Court Review is a faculty-edited legal periodical published by the University of Chicago Law School. This periodical is a highly read and cited law review in law, history, and political science. This article applies bibliometrics to a study of the 438 articles that are published in the periodical over a 50-year period. It is analysis of the number of articles by volume, pages, footnotes, authorship by sex, by individual, by institution, and most-cited articles. 相似文献
4.
Beatriz Lucas‐Molina Ariel A. Williamson Rosa Pulido Alicia Prez‐Albniz 《Psychology in the schools》2015,52(3):298-315
Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students. 相似文献
5.
Ariel Sarid 《Journal of Philosophy of Education》2015,49(3):473-489
The aim of this article is twofold: first, to identify and address three central divisions in the field of authentic education that introduce ambiguity and at times inconsistencies within the field of authentic education. These divisions concern a) the relationship between autonomy and authenticity; b) the division between the two basic attitudes towards ‘care’ in the authenticity literature, and; c) the well‐worn division between objective and subjective realms of knowledge and identity construction. Addressing these divisions through Charles Taylor's distinction between active and passive aspects of authenticity, I believe, will lead to a better understanding of the main issues involved in conceptualising and applying authenticity‐based education. Second, to present what I call The Postconventional Authentic Relation‐to‐Self (PARTS) as a basis for overcoming and reconciling the above divisions. I shall conclude by providing some examples of the way the perspective envisioned by PARTS can be applied to educational practices. 相似文献
6.
Christine B. McCormick Joel R. Levin Frank Cykowski Paula Danilovics 《Educational technology research and development : ETR & D》1984,32(3):145-152
One hundred and sixty college students read three fictitious biographical passages according to either imagery-mnemonic or
no-strategy control instructions. In one mnemonic condition, subjects formed separate images involving each biographical name
and its associated facts: in another mnemonic condition, the biographical name and its associated facts were integrated within
a single composite image. Relative to an interference-control condition, integrated mnemonic subjects recalled more factual
information, whereas separate mnemonic subjects did not. In addition, the recall of integrated mnemonic subjects was statistically
no different from that of a noninterference control condition, whereas the recall of separate mnemonic subjects was lower.
Both theoretical and educational implications of the results are discussed.
The first author’s contribution to this work was supported by an Organized Research Grant from the Graduate School of Illinois
State University. The second author’s contribution was supported by the National Institute of Education under Grant No. NIE-G-81-0009
to the Wisconsin Center for Education Research and was facilitated by a Romnes Faculty Fellowship from the Graduate School
of the University of Wisconsin, Madison. 相似文献
7.
In two experiments, a recently devised mnemonic strategy was examined in the context of college students recalling the theme and contents of various paintings. With the painting-artist mnemonic strategy: (a) the artist's name is first recoded as a more concrete proxy; and (b) the recoded stimulus is then related to a prominent feature of the painting. Previous research has demonstrated that such a strategy enhances students' recall of artist names when cued with the associated paintings. The present study extends those findings by demonstrating that the strategy similarly facilitates students' recall of paintings and painting information when cued with the associated artist names. Of three different mnemonic variations included, one that incorporates a verbally described mnemonic interaction into the painting proved most effective. Suggestions for future research and educational implications are included in the discussion. 相似文献
8.
10.
Trade in cultural products has traditionally been constrained by a combination of law and technology. In Europe, digital sellers based in a given EU country are not always able to distribute across borders. In January 2016, US-based Netflix announced an expansion to 243 countries, accomplishing cross-border distribution through business strategy. Changes in law or technology that facilitate cross-national cultural trade have traditionally drawn the concern of observers worried about the cultural heritage—and products—of small markets. The expansion raises questions about what Netflix is doing. Is it a cultural hegemon, distributing US fare into 243 countries? Or it is a facilitator of free trade, making the products of even small countries more available outside their home markets (relative to traditional distribution)? And how does the curated model—which limits the number of movies the platform wants to distribute—affect Netflix’s function? To shed light on these questions, we develop a new measure of the global availability of a repertoire, the value-weighted geographic reach. Using this measure we find, first, that Netflix makes many of the works from a wide variety of countries available in many other countries. Second, we find that theatrical distribution strongly advantages US-origin fare. Third, the pattern of origin repertoire available through Netflix also favors the USA, although less overwhelmingly. Moreover, many countries are relatively advantaged by their Netflix availability patterns. Finally, we discuss some issues related to the Netflix platform, including horizontal competition with other platforms, vertical struggles with content providers (and its backward integration into production), and we speculate on possible challenges for regulators. 相似文献